iy\/liclml  Ernest  Sadler^ 

Umversitu  College-^ 

Oxford 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 

Ex  Lihris 

SIR  MICHAEL  SADLER 

ACQUIRED  1948 

WITH  THE  HELP  OF  ALUMNI  OF  THE 

SCHOOL  OF  EDUCATION 


rv» 


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ANEWDISCOYEBY 


THEOLDAETOFTEACHIGSCHOOL 


BY 


CHARLES  HOOLE 

Copied  from  manuscript  in  the  British  Library, 
with  Introduction  and  Notes  by 

THISELTON  MARK 

The]  University,   Manchester,    England 
Author  of  "Educational  Theories" 


8YKACU8H,    N.    T. 

C.  W    BARDEEN,  PUBLISHER 
1912 


Copyright,  1912 
By  C.  W.  BARDEEN 


13 

475" 


EDITOR'S  PREFACE 


The  editor  of  these  reprints  has  cheer- 
fully given  time  and  thought  to  the 
presenting  of  two  English  seventeeth 
century  writers  upon  education,  to 
American  readers.  The  publisher  on 
his  part  bears  the  entire  cost  of  copying 
from  the  original  editions  in  the  British 
Museum  Library  and  the  risk  of  the 
possible  small  sale  of  a  volume  dealing 
with  times  distant  from  our  own.  A 
large  number  of  American  educators 
gave  such  gracious  welcome  to  the  edi- 
tor w4ien  recently  visiting  them  and 
their  schools  for  the  purpose  of  report- 
ing upon  what  he  saw,  that  he  is  desir- 
ous in  every  way  not  of  repaying  the 
debt  but  of  showing  his  grateful  remem- 
brance. 

Dury   was,    with    his    friends    Hartlib 

and  Comenius,  amongst  the  first  to  ex- 

(iii) 


G62G58 


iv   THE  OLD  ART  OF  TEACHING  SCHOOL 

press  the  human  need  of  universal  com- 
munication, especially  in  matters  of 
knowledge  and  education.  "With  the 
wild  beasts  of  the  forest  and  fishes  of 
the  sea",  he  says  in  his  Seasonable 
Discourse,  "every  one  preys  for  himself; 
and  the  strongest  devours  the  weakest; 
so  are  the  brutish  men  of  the  world  to 
be  counted  worse  than  they;  who,  having 
forgotten  the  true  interest  of  humanity, 
make  none  other  use  of  their  nearness 
to  others  ..."  And  in  a  sentence  which 
reminds  one  of  Henry  Drummond's  chap- 
ter on  "The  struggle  for  the  life  of  others" 
in  the  Ascent  of  Man,  Dury  speaks  of  the 
"creatures  made  to  serve  man,  joining 
in  herds  and  flocks  where  all  are  as  one 
and  one  is  as  all,"  and  so  teaching  men, 
"by  the  sociableness  of  his  disposition 
to  find  the  contentment  of  all  his  desires 
and    advantages    rather    in    a    common 


EDITOR'S  PREFACE  v 

than  in  a  particular  way."  In  this 
Seasonable  Discourse,  a  brief  pamphlet 
of  eighteen  quarto  pages,  Dury  makes 
a  notable  proposition,  probably  in  Hart- 
lib's  behalf,  that  an  agent  or  agents 
should  be  appointed  {a)  to  carry  on  a 
correspondence  with  all  the  professors 
of  the  arts  and  sciences  of  any  note,  "to 
waken  them  by  one  another  unto  all 
industry,  and  to  gather  up  the  fruits 
thereof,  to  be  applied  unto  all  the  schools 
for  the  advancement  of  learning  therein" ; 
{h)  to  receive  and  enlighten  educational 
visitors  from  abroad;  {c)  to  publish  in- 
formation for  the  use  of  the  schools  and 
universities;  and  {d)  under  the  central 
government  "to  oversee  all  the  schools 
and  to  consider  all  the  schoolmasters, 
and  their  lives  and  abilities,  and  to  fur- 
nish them  with  helps  as  they  shall  see 
expedient    for    the    rectifying    of    their 


vi   THE  OLD  ART  OF  TEACHING  SCHOOL 

ways  of  teaching  and  educating."  In 
other  words,  Dury  was  pleading  for  a 
fairl}^  equipped  department  of  educa- 
tion, with  a  bureau  for  foreign  and  in- 
ternal correspondence.  Surely  this  earn- 
est educationist  would  have  felt  glad 
could  he  have  known  that  his  words 
would  be  re-read  in  America  in  the 
early  years  of  the  twentieth  century ;  the 
more  so  as  he  says  in  another  pamphlet, 
A  motive  leading  to  the  publick  good,  that 
for  "love  of  such  objects,  through  neg- 
lect of  ourselves,  we  are  put  to  a  non- 
subsistence — I  mean  Master  Comenius, 
Mr.  Hartlib,  and  myself." 

The  Editor's  thanks  are  due  to  the 
authorities  of  the  British  Museum  for 
peiTTiission  to  reprint,  and  to  the  library 
officials  for  their  unfailing  courtesy. 

Thiselton  Mark. 

The  University,  Manchester,  England. 


AUTHOR'S  NOTES 


The  following  notes  are  in  manuscript 
and  form  part  of  a  collection  of  Addi- 
tional Mss,  Political  and  other  Papers, 
1640-1659  in  the  British  Museum:  — 
Mr.  Dury's  Exercitatio  of  Schooling. 
(May  3,  4,  1646) 

Matters  to  be  elaborated  for  the  Educa- 
tion of  Children 

1.  The  necessity  and   Usefulness  of  the 

Work  of   Education, 
to  all  Societies  of  Men 
to  the  Church  of  G.  esp. 
to   the    present    Reformation   of 
Church  and  State  now  intended. 

2.  To  whom   the   care  of  providing  for 

the     advancement     of     this     work 
doth  properly  belong:  viz; 

To    the    Magistrates — Supreme 
To   the   Ministrie — Subordinate. 

3.  The  true  End  and  Aim  for  which  the 

worke   is  to  be  set  afoot  and  ad- 
vanced, viz. 

(vii) 


viii    THE  OLD  ART  OF  TEACHING  SCHOOL 

to  make  Children's  Minds  sound 
and  bodies  healthful. 

to  set  them  in  a  way  to  become 
serviceable  unto  others — Pub- 
licly  and    Privately. 

4.  The    Means   and  Ways  necessary  to 
gain  these  ends  are  two  * : 

i.  Schoolmasters   must   be   fitted   and 
enabled  to  go  about   the   Worke 
by    Directions    and    Rules 
by  Helps  and  Assistance  to  sup- 

port  them  with  1"*°'^ 

^  I  autnoritie 

by  Correctors  and  Overseers 
to  call  them  to  an  account, 
to  reform  what  is  amiss,  f 

ii.  Schools  and  Scholars  must  be  order- 
ed and  fitted  for  the  instruction 
and  care  of  schoolmasters. 

*  Drury's  reference  to  "Means  and  Ways  necessary  to 
gain  the  ends  of  education"  here  plainly  hints  at  the 
training  and  preparation  of  teachers  for  their  work. 
See  also  what  he  says  in  the  Reformed  School. 

t  An  evident  forecast  of  the  American  system  of 
superintendents  and  supervisors. 


AUTHOR'S   NOTES  ix 

Concerning  the  Schools 

Schools 

The  schools  should  be  public  and  of 

two   sorts 

Of  Things 

i.  Common  to  all,  teaching  to  [all] 

in     their     mother     tongue     the 

(  Notions 
right's  Names  of  things 
^  Expressions 

Tongues 

ii.  Peculiar  to  some 

for  the  tongues  )  p      . 
of  learning      j^X 

r  French 
of  commerces  Spanish 
^  Italian 

Arts  for  the  Vulgar 

For  the  Arts  and  Sciences  whereby 
these  sorts  of  People  are  to  be  fitted 
for  the  imployments  in  the  Common- 
wealth. 


X     THE  OLD  ART  OF  TEACHING  SCHOOL 

i.  The  Vulgar  for  Trades  and  Servile 

work, 
ii.  The  learned  for  increase  of  science 

and  training  up  of  others.  Learned, 
iii.  The  Nobles  to  fit  them  for  public 

charges  in  Peace  and  War. 

Concerning  Scholars 

The  scholars  should  be  fitted  for  their 
schoolmasters  care  before  they  come  to 
schoole,  viz. 

Whiles     they     are     yet     with     their 

T>        ^         J  (who   are   to  be  di- 
Parents  and  )  ^^^^^^  ^^^  ^^^^^ 

After  they  are  at  school  by  subordi- 
nate Overseers,  Ushers,  Tutors,  etc.  who 
are  to  be  directed  how  to  make  them 
diligent  and  attentive  to  what  is  taught. 


INTRODUCTION 


Masson  says  in  his  Life  of  Milton, 
"Hartlib  was  the  most  enterprising  man 
of  his  age;  Dury  the  most  conciUatory 
and  Comenius,  the  most  keen-sighted 
educationist  in  Europe."  If  we  desired 
to  find  a  superlative  which  would  fitly 
describe  Hoole,  we  should  have  to  speak 
of  him  as  the  most  painstaking  of  the 
English  educational  writers  of  his  time. 
He  was  a  practical  schoolmaster,  and 
scarcely  any  phase  of  school  life  escapes 
his  notice.  His  most  elaborate  sections 
are  upon  the  teaching  of  Latin;  the  third 
brief  dedicatory  epistle  being  addressed 
"to  all  favorers  of  good  learning,  but 
most  especially  to  the  teachers  of  gram- 
mar." Historically  interesting  as  the 
language  sections  are,  they  are  for  the 
most  part  printed  in  smaller  type  for 

(xi) 


xii     THE  OLD  ART  OF  TEACHING  SCHOOL 

the  simple  reason  that  they  are  not 
likely  to  be  read  excepting  by  a  com- 
paratively small  number  of  readers;  and 
they  contribute  but  little  to  our  views 
upon  language  teaching,,  valuable  as 
they  doubtless  were  in  their  day.  They 
are  significant,  however,  of  one  fact, 
namely,  that  upon  the  foundation  for 
scholarship  which  had  been  laid  by 
grammarians  and  lexicographers  a  super- 
structure of  school-method  was  being 
raised  and  one  which  was  all-important 
to  educational  progress.  Hoole  writes 
as  one  who  is  intensely  conscious  of  the 
teacher's  part  in  education.  Whether 
or  not  the  present  day  teacher  has  sym 
pathy  with  all  his  suggestions,  it  is  im- 
possible not  to  sympathize  with  his 
manifest  pride  in  his  craft,  and  with 
the  earnest  fidelity  with  which  he  unfolds 
its  manner  and  method. 


INTRODUCTION  xiii 

Education  in  its  successive  stages  of 
recovery  from  the  dark  ages,  which  fol- 
lowed upon  the  overthrow  of  the  Roman 
Empire,  has  shown  an  interesting  de- 
velopment from  the  education  of  the 
adult  to  that  of  the  little  child.  Of 
the  three  revivals  of  learning  by  means 
of  which  modern  Europe  has  emerged 
from  the  intellectual  darkness  of  the 
early  Middle  Ages,  the  first  two  were 
of  the  nature  of  adult  learning,  and 
the  third  led  to  a  secondary  rather  than 
to  a  primary  education.  Under  Charle- 
magne and  Alfred  the  necessity  was 
felt  of  having  bishops  who  could  read 
and  write  intelligently;  Charlemagne 
himself  is  said  to  have  attended  Alcuin's 
teaching,  partly,  doubtless  to  set  an 
example  to  his  ignorant  bishops.  The 
scholastic  revival,  which  had  Abelard 
for  its  most  striking  figure,  and  which 


xiv  THE  OLD  ART  OF  TEACHING  SCHOOL 

at  once  spent  its  force  and  immortalised 
itself  in  the  founding  of  the  first  great 
universities,  was  also  in  the  very  nature 
of  things  an  adult  movement.  Its  main 
concern  was  with  the  logical  handling 
of  matters  theological.  When  this 
pursuit  of  'dialectics'  (as  the  art  of 
reasoning  after  the  fashion  of  the  school- 
men was  called)  no  longer  satisfied  the 
men  of  thought  who,  from  many  causes, 
began  to  appear  in  increasing  numbers 
throughout  western  and  southern  Europe, 
a  "new  learning"  took  its  place.  This 
"new  learning"  w^as  the  classical  study 
now  commonly  spoken  of  as  the  "old 
education  " ,  to  know  which  in  itself  amply 
testifies  to  its  widespread  influence. 
Italy,  France,  Holland,  Germany  be- 
came in  turn  its  centres;  and  the  secon- 
dary school  practice  of  Europe  was 
modelled    according    to    its    demands. 


INTRODUCTION  xv 

But,  in  Spite  of  the  willingness  of  Sturm 
to  admit  as  exhibitioners  into  his  school 
at  Strasburg  children  of  ability  whose 
parents  could  not  afford  to  pay  the 
school  fees,  and  of  the  Wurtemberg  Code 
of  1559,  demanding  universal  education, 
this  learning  was  almost  exclusively 
secondary  in  aim  and  spirit.  To  Come- 
nius  falls  the  honor  of  having  drawn  up 
the  first  elementary  school  programme. 
And  in  little  more  than  two  years  after 
the  appearance  of  his  Didactica  Magna 
(1657)  Hoole's  book  on  A  New  Discovery 
of  the  Old  Art  of  Teaching  School  was 
published  in  London — having  been  first 
written,  as  the  author  tells  us  on  the 
title-page — twenty-three  years  previous- 
ly. (Comenius  also  had  commenced  his 
work  about  thirty  years  before  its  final 
publication.)  The  New  Discovery  con- 
tains not  only  a  lower  grammar  school 


xvi  THE  OLD  ART  OF  TEACHING  SCHOOL 

course,  but  a  description  of  the  working 
of  a  "Petty  school"  for  children  bewteen 
the  ages  of  four  and  eight.  Hoole's 
book  bears  upon  it  the  most  convincing 
traces  of  originality.  It  is  the  outcome 
of  his  experience  as  headmaster  of  the 
Rotherham  grammar  school  (Yorkshire) 
and  as  principal  of  a  private  school  in 
London.  On  the  other  hand,  Hoole's 
most  interesting  preface  to  his  trans- 
lation of  the  Orbis  Pictus^  gives  proof 
of  his  readiness  to  learn  the  best  that 
others  had  to  teach.  As  a  result  his 
New  Discovery  is  a  very  complete  piece 
of  work,  combining  the  fruits  of  a 
long  practical  experience  with  the  best 
educational  science  of  the  period.  It 
is  in  some  respects  a  companion  treat- 
ise to  the  more  elaborate  or  specific 
treatises    of    Comenius.      Comenius    an- 

*  See  Bardeen's  reprint. 


INTRODUCTION  xvii 

nounced  principles,  Hoole  shows  how 
they  may  be  apphed.  Comenius  was 
an  educational  philosopher,  Hoole  a 
practical  teacher.  The  use  to  which 
Hoole  put  his  practical  experience,  as 
well  as  the  intelligent  insight  which 
dictated  his  practice  will  appear  from,  a 
brief  statement  of  his  views. 

In  the  preface  to   his  translation   of 

Hoole's 

the  Orbis  Pictus,  which  appeared  about  educational 

ideas 

two  years  before  the  New  Discovery, 
Hoole  makes  some  admirable  sugges- 
tions. His  first  principle  is  that  a  right 
perception  of  objects  is  the  foundation  of 
knowledge.  He  quotes  the  words  which 
had  become  a  sort  of  fashion  with  writers 
on  education,  "there  is  nothing  in  the 
understanding,  which  has  not  come 
through  the  senses".  Therefore,  he  says, 
to  exercise  the  senses  well  about  the 
right  perceiving  of  things  will  be  to  lay 


xviii  THE  OLD  ART  OF  TEACHING  SCHOOL 

the  foundation  for  all  wisdom  and  ail 
wise  discourse.  The  common  neglect 
of  this  exercise  of  the  senses  in  the  schools, 
and  the  practice  of  appealing  neither 
to  the  senses  nor  to  the  understanding 
but  to  sheer  unreasoning  memory  caused 
the  work  of  teaching  and  learning  to  go 
"heavily  onward",  and  to  afford  but  little 
benefit.  He  advocates  object-lessons, 
school  museums,  and  the  use  of  the 
blackboard.  The  blackboard  we  find  as 
a  prominent  feature  of  the  section  in 
Orbis  Pictus  on  the  school.  "Quaedam 
praescribuntur  illis  Creta  in  Tabella'\ 
(6)  which  Hoole  translates,  "Some  things 
are  writ  down  before  them  with  Chalk  on 
a  Table  (6)"  (Bardeen's  reprint,  p.  119). 
Hoole  was  particularly  anxious  that 
masters  should  make  allowance  for 
the  capacities  of  their  pupils.  The  care- 
ful way  in  which  he  grades  the  Latin 


INTRODUCTION 


XIX 


THE  SCHOOL,  FROM  "ORBIS  PIOTUS 


studies,  and  unfolds  a  progressive  teach- 
ing method,  is  the  best  testimony  to 
the  earnestness  of  his  wish  that  learning 
should  be  less  wearisome  and  at  the  same 
time  more  profitable.  It  is  not  sur- 
prising that  such  a  teacher  should  speak 
of  the  uselessness  of  bare  rules  of  gram- 
mar. Yet  such  has  been  the  sway  of 
the  methods  of  Sturm  and  the  fathers 
of  the  secondary  education  in  the  gram- 
mar schools  and  gymnasia  of  Europe 
that  it  was  no  anachronism  for  Herbert 


XX  THE  OLD  ART  OF  TEACHING  SCHOOL 

Spencer  to  repeat  Hoole's  protest.  Hoole 
believes  with  many  who  had  gone  before 
him,  "Tully  of  old  and  Erasmus",  as 
well  as  Quint ilian,  Ascham,  Comenius, 
that  children  were  capable  of  taking 
the  same  delight  in  mental  activity  as 
in  play,  if  rightly  taught  and  encouraged. 
Bacon,  too,  had  said,  "Knowledge  (and 
wonder,  which  is  the  seed  of  knowledge) 
is  an  impression  of  pleasure  in  itself." 
Another  phase  of  educational  progress 
which  Hoole  represents  is  the  reaction 
which  was  taking  place  against  univer- 
sal and  unceasing  Latin  in  the  schools. 
He  even  sketches  a  plan  showing  how 
children,  for  whom  Latin  was  thought 
to  be  unnecessary,  may  be  employed 
after  having  learnt  English  well.  Yet 
with  well-balanced  judgment,  Hoole 
speaks  of  it  as  a  "fond  conceit"  of  those 
who  either  have  never  learnt  Latin,  or 


INTRODUCTION  xxi 

have  forgotten  what  httle  they  knew, 
to  say  that  Latin  is  altogether  unneces- 
sary for  those  intended  for  trade  or 
agriculture.  Under  the  circumstances 
of  the  school  and  college  education  of 
his  time,  Latin  stood  for  secondary  and 
higher  college  education;  and  the  argu- 
ment which  Hoole  combats  is  the  same 
in  spirit  with  that  which  has  had  to  be 
met  in  our  own  time,  that  a  college 
education  is  of  no  use  to  a  man  who  is 
going  into  business*.  He  says  that,  in 
any  case,  enough  Latin  could  be  ac- 
quired to  help  them  in  understanding 
English  authors,  who  "abound  nowa- 
days with  borrowed  words",  and  those 
who  "delight  to  flaunt"  their  Latin  in 
conversation. 

There  is  the  right  ring  about  Hoole 's 
references  to  the  playing  field.     Another 

*See  Edtt-cati onal  Review,  N.  Y.,  xix.  232. 


xxii    THE  OLD  ART  OF  TEACHING  SCHOOL 

extremely  interesting  point,  showing  the 
soundness  of  Hoole's  judgment  with 
regard  to  collective  teaching  is  found 
in  chapter  vii  of  the  Petty  School.  In 
the  sixth  section  of  this  chapter  he  says : 
"Let  their  lessons  be  the  same  to  each 
boy  in  every  form."  He  does  not  fear 
that  the  clever  pupils  will  be  held  back 
by  such  collective  work;  but  says, "let 
the  master  proportion  them  to  the  mean- 
est capacities,  thus  those  that  are  abler 
may  profit  themselves  by  helping  their 
weaker  fellows,  and  those  that  are  weak- 
er be  encouraged  to  see  that  they  can 
keep  company  with  the  stronger." 
The  It  is  an  interesting  commentary  upon 

movement  ^^^'  Speaking  of  the  seventeeth  reform- 
ers of  education  as  V^a/^'5/5'- -whom  we 
regard  not  unjustly  as  the  spiritual 
fathers  of  our  rcal-schulen,  modem  (as 
opposed  to  classical)   departments,  and 


INTRODUCTION  xxiii 

objective  teaching  methods,  (concrete, 
heuristic,  and  so  forth)  to  note  what 
the  actual  school-progranames  were  which 
they  proposed.  The  reform  at  first  and 
quite  necessarily  was  more  in  spirit  than 
in  substance.  It  might  with  some  show 
of  reason  be  argued  that  Hoole,  Dury, 
and  Ratichius  (Comenius  certainly  does 
more)  do  not  carry  us  any  further  with 
regard  to  the  infusion  of  real  studies 
into  education  than  Rabelais  and  Mon- 
taigne or  even  Mulcaster  had  done. 
The  reason,  doubtless,  was  that  real 
learning  was  not  yet  sufficiently  advanced 
to  be  systematised  for  school  use.  School 
use  largely  depends,  as  both  Hoole  and 
Comenius  continually  say,  upon  the  ex- 
istence of  suitable  text-books.  Happily 
certain  recent  methods,  which  for  a 
time  almost  crowded  out  the  hook  were 
not  thought  of,  at  least  were  not  deem- 


xxiv   THE  OLD  ART  OF  TEACHING  SCHOOL 

ed  the  sufficient  or  even  the  most  im- 
portant  instruments   of   education. 

Exact  and  progressive  knowledge,  as 
Dr.  W.  T.  Harris  would  tell  us,  is  always 
rather  a  matter  of  eye-mindedness  than 
of  ear-mindedness.  The  large  share  of 
attention  which  Hoole  devotes  to  the 
teaching  of  ancient  languages  is  at  first 
sight  disappointing  to  such  as  import 
modem  meanings  into  the  terms  which 
denote  the  phase  of  reform  for  which 
these  fathers  of  educational  progress 
stood.  Ratichius,  also,  had  spoken  of 
"all  the  arts  and  sciences";  he  taught 
only  classics  and  mathematics.  Co- 
menius  certainly  did  more  than  this,  for 
in  addition  to  framing  the  first  elemen- 
tary (public  or  vernacular)  school  cur- 
riculum, he  actually  applied  the  Parti- 
tiones  Scientiarum  (or  survey  of  the 
sciences)   of  Lord  Bacon  to  the  infant 


INTRODUCTION  xxv 

school,  i.  e.,  to  the  home  or  "Mother 
School".  At  this  early  stage,  he  says, 
the  child  learns  the  elements  of  nature- 
knowledge  (Physics),  in  his  observa- 
tions of  water,  earth,  snow,  stone,  grass, 
birds,  etc;  the  beginnings  of  optics  in 
light,  darkness,  colour;  of  geography, 
in  learning  to  name  the  physical  features, 
hill,  river,  etc.,  by  which  he  is  surrounded; 
of  geometry,  by  such  ideas  as  large, 
small,  straight;  of  history,  by  noting 
events  and  the  parts  which  individuals 
play  in  them;  of  economics,  through  the 
family  affairs  and  relationships ;  of  politics, 
through  observation  of  town  or  city 
hall,  officials,  etc.;  and,  not  to  mention 
all  the  subjects  touched  upon  in  the 
mother  school,  which  mount  up  to  some- 
thing like  twenty  in  number,  even  meta- 
physics, in  the  distinction  of  something 
from    nothing,    like    from    unlike,    here 


xxvi    THE  OLD  ART  OF  TEACHING  SCHOOL 

from    there     (place),    now    from    then 
(time) , 

MoraUty  and  reUgion,  of  course,  have 
their  place  in  the  thought  of  Comenius. 
With  regard  to  the  three  R's  he  comes 
very  near  Froebel's  point  of  view:  gram- 
mar consists  merely  in  correct  articula- 
tion, rhetoric  in  the  right  inflection  of 
the  voice  by  imitation  of  others ;  arithme- 
tic by  counting  up  to  ten,  and  the  sim- 
plest forms  of  addition  and  subtraction 
(probably  intended  to  be  mainly  con- 
crete as  it  rests  upon  the  primary  dis- 
tinction of  much  and  little),  to  which 
are  to  be  added  the  picture  book  and 
occupations  especially  of  a  constructive 
kind.  In  what,  then,  did  the  "realism" 
of  the  realists  of  the  seventeeth  century 
consist?     Professor    Laurie  s*   summary 

*  John  Amos  Comenius — 4th  Section.  "On  the  gen 
eral  organization  of  a  School  System." 


INTRODUCTION  xxvii 

statement  will  suffice  to  indicate  what 
we  owe  to  Comenius.  **In  the  Mother 
School  the  external  senses  chiefly  will 
be  exercised  in  relation  to  objects  and 
the  distinguishing  of  these.  In  the  Ver- 
nacular School  the  inner  senses,  imagi- 
nation, and  memory,  will  be  exercised 
along  with  their  executory  organs,  the 
tongue  and  hand,  by  means  of  reading, 
writing,  drawing,  singing,  counting, 
measuring,  weighing,  and  learning  by 
heart.*  In  the  Gymnasium  the  intellect 
and  judgment  will  be  formed  by  means 
of  dialectic,  grammar,  rhetoric,  and  the 
'what'    and   'why'    of   the    real   sciences 

*  In  view  of  the  discussion  as  to  what  should  be 
taught  in  the  seventh  and  eighth  grades  of  the  elemen- 
tary schools,  it  is  worthy  of  note  that  Comenius  ends 
his  elementary  school  coxirse  when  the  child  is  twelve 
years  of  age,  i.  e..  in  his  thirteenth  year;  the  Latin 
school,  a  gymnasium,  covers  the  next  six  years,  from 
twelve  to  eighteen.  Pre-imiversity  education,  there- 
fore, according  to  Comenius,  includes  three  periods 
of  six  years  each. 


xxviii  THE  OLD  ART  OF  TEACHING  SCHOOL 

and  arts.  In  the  University  those  things 
will  be  taught  which  depend  on  the  Will 
of  man  and  reduce  the  mind  to  harmony, 
e.  g.  Theology,  Mental  Philosophy, 
Medicine  (i.  e.,  Knowledge  of  the  vital 
functions  of  the  body),  Jurisprudence." 
In  describing  Comenius  as  the  first 
great  and  thoroughly  consistent  Realist, 
Professor  Laurie  quotes  from  his  preface 
to  a  book  on  the  teaching  of  Physics. 
"Do  we,"  he  says,  "not  dwell  in  the 
garden  of  Nature  as  well  as  the  ancients  ? 
Why  should  we  not  use  our  eyes,  ears, 
and  noses,  as  well  as  they?  And  why 
should  we  need  other  teachers  than 
these  our  senses  to  learn  to  know  the 
works  of  Nature  ?  Why,  say  I,  should 
we  not,  instead  of  these  dead  books, 
lay  open  the  living  book  of  Nature,  in 
which  there  is  much  more  to  contem- 
plate   than    any    one    person    can    ever 


INTRODUCTION  xxix 

relate,*  and  the  contemplation  of  which 
brings  much  more  of  pleasure  as  well 
as  profit?"  What  really  had  happened, 
under  the  influence  of  Lord  Bacon  and  his 
followers  was  the  effecting  of  a  union 
between  the  world  of  thought  and  the 
world    of    things. 

Hoole's  contribution  to  the  move- 
ment towards  real  studies  is  less  valuable 
than  that  of  Comenius.  After  the  child 
leaves  the  Petty  School,  which  includes 
the  infant  school  classes  and  the  lower 
primary  grades,  he  proceeds  at  once 
to  the  lower  grammar  school,  which  is 
under  the  usher  or  master's  assistant; 
and  the  very  title  of  Hoole's  chapters 
dealing  with  this  period  of  education 
suggests  an  overplus  of  classics, — "The 

*  These  words  in  themselves  indicate  the  limited 
range  of  the  sciences  of  the  period.  Now,  not  only 
each  separate  science,  but  the  several  departments  of 
most  sciences  are  felt  to  be  more  than  any  one  person 
can  'relate'. 


XXX    THE  OLD  ART  OF  TEACHING  SCHOOL 

Usher's  Duty  or  Platform  of  Teaching 
Lily's  grammar,"  and  this  is  followed 
by  a  book  dealing  with  the  upper  gram- 
mar school  (three  3'ears  being  the  period 
in  each  case)  entitled,  "The  Master's 
method  or  the  exercising  of  scholars  in 
grammars,  Authors  and  Exercises;  Greek, 
Latin,  and  Hebrew."  This  latter  course 
is  mapped  out  for  children  between 
Hooie  and    clcven  and  fourteen  years  of  age.     The 

Comenius 

notes  upon  several  passages  will  indi- 
cate that  Hoole  was  more  under  the 
influence  of  the  example  of  the  Latinists 
than  Comenius  was.  In  spite  of  his 
painstaking  and  his  excellences,  he  is 
also  more  of  the  typical  pedagogue  than 
Comenius.  For  this  very  reason  he  is 
of  extreme  value  to  the  historian  of 
education;  he  shows  the  actual  life  and 
spirit   of   the   schools,    and   the   picture 


INTRODUCTION  xxxi 

ne  gives  is  as  vivid  and  interesting  as 
it  is  careful  and  exact. 

A  striking  proof  of  the  revived  interest  p^^^  f^j. , 
in  English  writers  upon  education  of  ^°°|^^ 
the  sixteenth  and  early  part  of  the 
seventeenth  century  is  Professor  Foster 
Watson's  Bibliographical  Account  of 
Education  in  England,  1500-1660  which 
he    prepared    for    publication    by    the 

(Report, 

U.  S.   Bureau.     In  an  article  published  1903,  p. 

319—30) 

in  the  Educational  Review  (London)  for 
June,  1899,  he  makes  a  plea  for  a  re- 
print of  Hoole's  New  Discovery,  the  work 
which  is  reproduced  here: 

**0f  all  the  books  of  the  seventeeth 
century  that  call  for  reprinting  there 
is  certainly  none  with  a  claim  surpassing 
or  indeed  equalling  that  of  Charles  Hoole's 

New  Discovery  of  the  Old  Art  of  Teaching 
School,  published    in    1660.     It    consists 

of  four  small  treatises,   entitled: 


xxxii  THE  OLD  ART  OF  TEACHING  SCHOOL 

(i)  A    Petty    School. 

(ii)  The    Usher's    Duty, 

(iii)  The  Master's  Method, 

(iv)  Scholastic  Discipline. 

"The  importance  of  this  book  may  be 
judged  from  the  fact  that  Charles  Hoole 
had  come  directly  under  the  influence 
of  Comenius,  and  hence  felt  himself 
quite  free  to  criticise  and  to  depart 
from  the  general  methods  of  the  day, 
whenever  he  could,  by  so  doing,  adapt 
himself  better  'to  the  capacities  of  child- 
ren.' This,  I  take  it,  is  one  of  the  signal 
merits  of  Hoole,  that  he  has  a  constant 
regard  for  the  tender  minds  of  children 
and  insists  that  text-books  should  adapt 
themselves  to  children  and  not  children 
to   them. 

"To  make  the  grounds  of  this  plea  for 
a  reprint   of   Hoole 's  book  as  clear  as 


INTRODUCTION  xxxiii 

possible   I  will  name  certain  points  in 
the  book:" 

"(a)  The  account  of  the  petty  school 
is  probably  the  earliest  and  fullest  con- 
nected view  of  eleraentary  school  teach- 
ing in  English  history.  In  this  connec- 
tion, it  should  be  noticed  that  Hoole 
suggests  for  school  use  the  reading  of 
George  Herbert's  Poems  and  Quarles' 
Emblems,  probably  the  first  definite  sug- 
gestion for  the  introduction  of  English 
poetry  into  school  work.  Hoole  gives 
directions  for  the  founding  of  petty 
schools  for  qualified  teachers  rather  than 
leaving  the  work  to  'poor  women,'  or 
to  those  who  undertake  it  'as  a  mere 
shelter  from  beggary.'  He  notes  the 
qualifications  for  a  primary  teacher. 
He  is  to  have  some  knowledge  of  Latin, 
to  write  a  fair  hand,  and  possess  good 
skill   in   arithmetic.     And   then,   having 


xxxiv  THE  OLD  ART  OF  TEACHING  SCHOOL 

these,  'let  him  move  within  the  compass 
of  his  own  orb.'  Hoole  advocated  that 
ward  schools  should  be  built  to  which 
poor  children  from  each  parish  should 
be  sent  gratis. 

' '  (b)  The  complete  curriculum  of  a  gram- 
mar school  is  sketched,  hour  by  hour, 
and  minute  directions  given  as  to  the 
method  of  teaching  each  section  of  each 
subject.  The  usher's  work  is  completely 
marked  off  from  the  master's  work. 

"(c)  Hoole  states  his  views  as  to  the 
financial  foundation,  site,  buildings  of 
grammar  schools,  the  maintenance  of 
discipline,  school-times  and  holidays. 
Grammatical  examinations  and  disputa- 
tions, orations  and  declamations,  religi- 
ous exercises,  rewards  and  punishments 
are  explained  and  discussed.  He  fur- 
ther advocates   school   libraries. 


INTRODUCTION  xxxv 

"(d)  Hoole  supplies  a  note  of  school 
authors  most  proper  for  every  form  of 
scholars  in  a  grammar  school.  This 
includes  a  reference  to  some  260  text- 
books and  reference-books  in  use  in 
grammar  schools  at  his  time,  and  is  dis- 
tinctly the  basis  on  which  any  educa- 
tional bibliography  of  the  times  should 
be  started. 

"Charles  Hoole,  therefore,  is  a  practical 
schoolmaster,  who  knows  the  best  usage 
both  past  and  present  of  the  public  and 
private  schools  of  his  time,  who  is  in 
touch  with  the  traditions  of  the  past 
and  with  the  proposed  reforms  of  Hartlib, 
Dury,  and  Comenius.  Curious  as  it 
may  seem,  he  was  in  sympathy  with 
both  the  conservative  and  the  radical 
educationists.  He  was  a  man  of  great 
knowledge,  keen  judgment,  and  affec- 
tionate  sympathy   with   children.     Per- 


xxxvi  THE  OLD  ART  OF  TEACHING  SCHOOL 

haps  the  most  impressive  tribute  paid 
to  Hoole  was  the  opposition  which  the 
general  aim  and  tone  of  his  book  pro- 
voked. In  his  preface  to  his  edition  of 
Cato's  Distichs  he  acknowledges  that 
he  has  been  blamed  for  attempting  to 
make  the  'way  of  knowledge  too  common 
a  thing.'  But  he  glories  in  the  fact, 
and  thus  is  to  be  ranked  amongst  demo- 
crats coming  many  generations  after 
him.  'To  make  knowledge  too  common,' 
says  Hoole,  *in  my  judgment  is  impos- 
sible.' 

"In  conclusion,  I  plead  for  reprints 
of  the  old  educational  writers.  They 
take  us  out  of  ourselves.  They  have 
no  'paying'  end  in  view.  They  take  us 
to  a  mount  of  contemplation  away  from 
ignorant  public  opinion,  from  governing 
bodies,  from  our  own  personal  successes 
and  superiority  over  the  past,  to  a  sym- 


INTRODUCTION  xxxvii 

pathy  with  less  favorable  conditions, 
an  attitude  which  reacts  again  on  the 
presejit.  Is  not  a  collection  of  old  mas- 
ters in  education  as  important  to  the 
teacher  as  the  old  masters  in  painting 
to  the  painter?  I  will  not  now  further 
dwell  on  the  necessity  of  reprints  from 
the  point  of  view  of  the  student  of  educa- 
tional history. 

"I  especially  plead  for  the  books  of 
John  Brinsley  and  Charles  Hoole.  The 
names  may  be  but  little  known  to  the 
general  public.  Their  books  are  neces- 
sarily still  less  known.  Yet  for  an 
account  of  the  best  educational  pro- 
cedure of  their  times,  and  for  educational 
bibliography,  there  are  surely  no  superior 
works   in   English   history." 

In  the  second  of  his  dedicatory  letters 
Hoole  invites  his  old  schoolmaster  to 
make  free  use  of  the  treatise  so  far  as 


xxxviii   THE  OLD  ART  OF  TEACHING  SCHOOL 

it  has  merits,  and  to  censure  such  de- 
fects as  he  may  discover  in  it  "with 
impartial  mildness".  No  more  fitting 
words  could  be  found  with  which  to 
introduce  this  reprint  of  his  work  to 
twentieth    century    readers. 

Thiselton  Mark. 


A  NEW  DISCOVERY 

OF    THE  ' 

OLD  ART  OF  TEACHING  SCHOOLE 
(In  Four  Small  Treatises) 

r 


1  f  w)^  A  Petty  Schoole 

2  J  "s  [  The  Usher's  Duty  j  p 


In  a 


3  I   § 

41^ 


The  Master's  Method 
Scholastick  Discipline 


rrammar 
School 


SHEWING    HOW  CHILDREN  IN  THEIR  PLAYING  YEARS  MAY 
GRAMMATICALLY    ATTAIN    TO    A    FIRM    GROUNDEDNESS 
IN  AND   EXERCISE  OF  THE   LATINE,    GREEK  AND   HE- 
BREW     TONGUES.       WRITTEN      ABOUT      TWENTY- 
THREE  YEARS  AGO,   FOR  THE  BENEFIT  OP  ROTH- 
ERHAM  SCHOOL  WHERE   IT  WAS  FIRST  USED) 
AND    AFTER    FOURTEEN    YEARS    TRIAL    BY 
DILIGENT      PRACTICE      IN      LONDON      IN 
MANY    PARTICULARS    ENLARGED     AND 
NOW  AT  LAST    PUBLISHED    FOR    THE 
GENERAL       PROFIT,       ESPECIALLY 
OF     YOUNG    SCHOOLE-MASTERS 

By  CHARLES  HOOLE 

Master  of  Arts,  and  Teacher  of  a  Private  Gram- 
mar School  in  Lothbury  Garden,  London. 


LONDON 

Printed  by  J.  T.,  for  Andrew  Crook  at  the  Green  Dragon 
in  Paul's  Church   Yard,  1660. 


To  the  Right  Worshipjull,  his  most  Rev- 
erend, constant,  and  truly  loving  Friend 
Robert  Saunderson,  D.  D.,  and  Rector 
of  Boothby-Pagnell,  C.  H.  wisheth  in- 
crease of  grace,  and  perfection  of  glory. 

Sir: 

Now  I  have  by  God's  blessing  obtained 
(that  which  you  can  witnesse  I  have  se-  The  out- 
riously     laboured     after)    a    thrice     seven  come  of  the 
veares  experience   in   this    dispicable,  but  writers 

r         1  1  1  ^         r      ^        u-         experience 

comfortable     employment     ot      teaching 

schoole;  I  think  it  not  amisse  to  discover 
to  the  world,  what  method  I  have  hitherto 
used,  and  which  I  resolve  to  continue,* 
so  long  as  God  shall  enable  me  to  undergoe 
this  profession  of  a  schoole-master,  which 
at  first  I  undertook,  and  have  ever  since 
persisted    in,    by   your    encouragement. 

How  far  this  New  Discovery  is  im- 
proved, since  I  made  it  at  Rotherham, 
and  afterwards  writ  it  out  at  Little  Hum- 
bie,  whilest  I  lived  more  retiredly  in  the 

*  But  see  the  end  of  the  second  letter,  where  Hoole 
says  that  he  reserves  the  liberty  of  varying  his  method 
in  matters  of  detail;  and  also  the  third  letter  addressed 
to  all  favourers  of  good  learning,  where  Hoole  reaffirms 
his  adherence  to  the  method  herein  described  'till  he 
knows  of  a  readier.' 

(3) 


(4) 

house  of  that  noble  knight,  Sir  William 
Brownelwoe  (whom  I  think  myself  ever 
bound  to  honor  for  his  singular  and 
undeserved  favours  to  me  in  many  par- 
ticulars) I  refer  it  to  you  to  consider. 
For  as  you  sometimes  then  perused  it  in 
manuscript,  so  I  hope  you  will  (at  your 
leasure)  look  upon  it  now  in  print,  and 
not  like  it  much  worse  than  formerly. 
For  I  may  truly  say,  that  besides  what 
^T^^  I     have     observed     by     reading     sundry 

reading  Authours     treating     on     this     subject,   or 

gained  by  frequent  and  familiar  converse 
with  men  of  know^n  abilities  both  in  City 
and  Country,  I  have  profited  most  in  this 
Art  of  teaching,  by  my  Scholars;  who 
have  been  my  daily  instructors,  how  to 
suit  my  methods  to  their  several  capa- 
cities.* And  of  all  that  ever  I  have 
taught  either  in  publick  Schoole,  or  in  my 
own,  or  other's  houses,  in  more  private 
manner,  I  have  been  beholding  most  to 
my  London  Scholars,  who  as  they  are  gen- 
erally quick-spirited,  and  forward  to 
learn,  where  the  way  is  easy  to  them;  so 
are  they  soon  apt  to  flag  and  be  discour- 
aged,   when    any    difficulties    appeare    in 

*  The  true  teacher  speaks  in  this  sentence.  Child- 
study  and  the  principle  of  individuality  in  education 
are  evidently  not  a  thing  of  yesterday. 


(5) 

their  way.  For  their  sakes  therefore, 
(who  by  reason  of  many  Schooles  were 
sometimes  occasioned  to  remove  from 
one  to  another)  I  was  enforced  to  facili- 
tate the  most  common  way  of  teaching, 
according  to  what  you  see  I  have  here 
endeavoured  in  these  small  Treatises. 

In  the  publishing  whereof  I  beseech 
you,  that  I  may  not  offend  in  making  use 
of  your  name,  as  well  as  my  Master's; 
for  as  I  was  instructed  by  him  at  the 
School,  so  I  was  by  your  means  sent,  and 
provided  for  in  the  University;  and 
though  I  can  never  be  able  to  requite 
your  care  and  pains  on  my  behalf,  yet  I 
have  long  desired,  even  whilst  you  are 
both  living,  to  testify  to  the  world,  that  I 
am  not  forgetful  altogether  of  your  great 
benefits.  If  what  I  have  here  done  be 
liking  to  yourself,  I  shall  less  need  to  care 
how  others  censure  me  for  it;  Forasmuch 
as  you  have  known  me  since  my  first 
studies,  and  are  sufficiently  able  to  judge 
of  a  way  to  come  by  learning,  as  having 
been  yourself  well  methodised  in  your 
youth,  and  attained  to  that  perfection  in 
all  kinds  of  knowledge,  which  many  do 
much  admire,  but  few  can  hope  to  exceed. 
But  I  know^  to  whom  I  write,  and  there- 
fore I  Vvill  not  adventure  into  an  Ocean  of 


(6) 

what  may  be  said  of  your  dements,  es- 
pecially to  me  wards,  onely  I  commend 
this  little  work  to  your  acceptance,  as  a 
Testimony  of  that  unfeigned  respect 
which  I  think  myself  ever  bound  to  shew 
towards  you  and  yours;  and  I  beseech 
God  (that  hath  been  pleased  to  exercise 
me  in  School-teaching,  whilst  you  have 
beenput  upon  exercises  of  School-Divinity, 
and  so  ordered  that  something  of  what  we 
have  each  done,  is  now  labouring  at  the 
presse)  to  continue  your  earnest  endeav- 
ours to  serve  him  whilst  we  live,  and  when 
we  dye,  we  may  partake  of  that  blessed 
reward  which  is  reserved  in  heaven  for 
all  those  that  attend  the  coming  of  our 
Lord  and  Saviour  Jesus  Christ;  to  whose 
grace  I  commend  you  and  all  yours;  and 
rest 

Your  humbly  observant  kinsman, 

Charles   Hoole. 
London,  Dec.  24,  1659. 


To  his  most  Experienced,  and  truly  Hon- 
oured Master,  Mr.  Robert  Doughtyy 
Head  Schoole-Master  at  Wakefield,  C. 
H.   wisheth    all    health    and  happiness. 

Sir: 

It  is  yet  a   question   amongst  Schoole- 
boyes,  and  not  likely  to  be  hastily  by  them 
decided,  whether  K.  Alexander  was  more 
bound    to    Philip    his    Father,  that    begot  ^   ,  . 
him,  or  his  Master  Aristotle  that  instructed  gchool- 
him  ?  for  of  both  he  received  unrequitable   master 
Benefits.     Should  I  therefore  not  acknowl- 
edge that  lasting  good,  which  with  many 
copartners   I   obtained   by  your  care   and 
industry,  I  should  indeed  be  worse  than 
ungratefull. 

And  what  token  of  thankfulnesse  can 
I  tender,  more  welcome  to  yourself,  than 
this  small  Manual,  which  most  nearly 
concernes  the  profession  of  a  Schoole- 
master;  a  calling  which  hath  all  kinds  of 
good  attending  it,  to  make  it  commend- 
able as  well  as  others. 

For  1.      If  we  look  at  the  benefitting  of  influence  of 

Church  and  Commonwealth;  wherein  can   education 

we   better  imploy  our  time  and  study,  then  "Po^ 

in  training  up  the  children  to  become  ser-     .f.^^^°"f" 
.        '■  .  citizensnip 

viceable  instruments  of  much  good  in  both  .? 

(7) 


The  pleas- 
ures of 
teaching 


General 
points 

favorable  to 
popular 
interest  in 
education 


(8) 
Nay,  should  a  man  but  barely  respect  him- 
self, he  may  finde  it  very  profitable  to 
augment  his  learning,  and  not  a  little  ad- 
vantagious  to  the  increase  of  his  yearely 
Revenues. 

X.  What  more  pleasing  variety  can 
there  be,  then  that  of  childrens'  dispositions 
and  fancies  ?  What  better  Recreation,  then 
to  read  and  discourse  of  so  many  sun- 
dry subjects,  as  we  meet  with  in  ordinary 
authours  ?  Besides,  the  delight  which  is 
to  be  taken  by  our  Scholars'  ready  pro- 
gresse  in  a  constant  even  way,  will  far 
exceed  all  care  and  toyle  that  can  be  be- 
stowed in  helping  them  to  profit. 

3.  Should  I  goe  about  by  those  mil- 
lions of  arguments  that  concurre  (as 
Voluntiers)  to  maintain  the  lawfulnesse 
of  this  calling,  as  commanded  by  God, 
continued  in  all  ages,  practised  by  the 
well-learned  and  truly  vertuous,  com- 
mended by  all  good  men,  maintained 
and  encouraged  by  most  noble  Princes, 
and  religiously  disposed  people;  opposed 
onely  by  the  enimies  of  God's  truth, 
and  most  disesteemed  by  persons  that 
are  altogether  (for  want  of  breeding) 
either  debauched,  or  ignorant,  I  might 
write  a  larger  volume,  and  to  lesser 
purpose. 


(9) 
Oh!  But  alas,  we  that  wholly  under- 
goe  the  burden  of  School-teaching,  can  teacher's 
tell  by  our  own  experience,  how  labor-  difficulties 
ious  it  is  both  to  minde  and  body,  to  be 
continually  intent  upon  the  work,  and 
how  irksome  it  is  (especially  to  a  man  of 
a  quiet  temper)  to  have  so  many  unwilling 
provocations  unto  passion;  what  good 
parts  tor  learning,  and  right  qualifica- 
tions in  all  points  of  behaviour  is  re- 
quired of  us;  how  small  our  yearly  stipend 
is,  and  how  uncertain  all  our  other  incomes 
are.  Again,  we  call  to  mind  the  too 
much  indulgency  of  some  Parents,  who 
neither  love  to  blame  their  childrens 
untowardness,  nor  suffer  the  Master  to 
correct  it;  we  remember  their  generall  in- 
gratitude for  the  Master's  well  doing,  and 
their  open  clamour  for  his  least  doing 
amisse;  w^e  observe  their  common  in- 
discretion in  wholly  imputing  the  Schol- 
ar's lesse  profitting  to  the  Master's  more 
neglect,  and  their  happy  thriving  to  their 
own  onely  towardlinesse;  not  to  mention 
their  fond  Ambition,  in  hastening  them 
too  fast.  Besides,  the  small  account 
which  the  vulgar  have,  the  too  censorious 
eye  which  the  more  Judicious  cast,  and 
the  slight  regard  which  our  young  Aca- 
demians  (for  the  most  part)  carry  towards 
a  poor   Schoole-Master,    make    us    some- 


Cio) 

times  judge  our  calling  (as  many  do) 
too  mean  for  a  Scholar  to  undertake,  or 
desire  to  stick  too  many  yeares.  We  let 
passe  childrens  imperfections  and  un- 
towardnesse,  which  are  indeed  our  daily 
torture;  so  that  we  could  rather  wish,  our 
selves  might  leave  our  charge,  then  advise 
any  friends  we  have  to  undertake  it. 
The  Answ[er].     These    we    must    acknowl- 

necessity  of  edge  are  very  great  discouragements,  yet 
the  work  such  as  attend  a  most  necessary  call- 
ing, and  therefore  must  with  Fortitude 
be  conquered,  or  resolutely  undergone. 
Should  the  Mariner,  because  of  danger, 
the  Husbandman  because  of  toyle,  the 
Souldier  because  of  hardship,  the  Magis- 
trate because  of  interruption,  the  Minister 
because  of  many  men's  disordered  con- 
versations, abandon  their  professions;  it 
would  then  fare  with  the  State,  as  (the 
Tale  saith)  it  did  once  with  the  body, 
when  the  whole  pin'd  away,  because  no 
member  would  discharge  its  proper  func- 
tion. 

Neither  can  I  say  to  whom  I  should 
more  properly  dedicate  this  subject,  then 
to  your  selfe,  who  have  now  (as  I  sup- 
pose) for  at  least  fifty  yeares  together, 
and  with  general  applause,  performed  the 
Taske  of  a  Schoole-master,  notwithstand- 
ing much  opposition,  and  many  discour- 


agements  of  every  kinde;  who  have  had 
continually  in  your  charge  many  scores 
of  Scholars,  and  have  yearly  sent  abroad, 
both  to  Trades  and  Universities,  great 
store  of  such  as  have  been  thorowly  ac- 
complished in  their  places.  Nay  (give 
me  leave  to  speak  it)  to  commend  your 
knowne  Dexterity  in  this  excellent  calling, 
there  have  been  (I  think)  as  many,  and 
those,  as  well-approved  Schoole-Masters 
your  quondam  Scholars,  as  have  been 
trained  up  by  any  one  man  in  England. 
Amongst  others  I  help  onely  to  fill  up  the 
number,  who  have  sometimes  in  publick, 
and  sometimes  in  private,  for  nigh  thirty 
years  together,  been  exercised  in  teaching 
Scholars,  and  have  at  last  for  mine  own 
ease,  and  the  satisfaction  of  some  friends 
printed  what  Method  and  Order  you  once 
saw  I  had  writ  out,  and  which  upon  your 
approbation,  and  my  own  further  experi- 
ment, I  have  thought  meet  to  observe 
constantly,  reserving  ever  the  liberty  of 
varying  in  matters  of  circumstance,  as 
occasion  shall  require.  And  for  some 
things  (it  may  be)  you  may  rightly  say 
(as  I  am  ever  bound  most  thankfully  to 
acknowledge,  that  I  was  your  scholar, 
seeing  in  them  I  have  so  nearly  seemed  to 
track  that  method,  according  to  which  I 
was  instructed  by  yourself. 


(12) 

Daigne  (I  beseech  you)  to  accept  this 
small  offer  of  a  willing  minde,  and  if  you 
find  it  helpful  to  you  or  yours,  in  any 
kinde,  to  use  it  freely;  where  you  shall 
espie  the  least  defect,  I  hope  you  will 
please  to  censure  it  with  impartial  mild- 
nesse.  This  Petition  also  I  prefer  to 
them  of  better  Judgement,  as  it  happeneth 
to  come  into  their  hands. 

The  Lord  continue  you  long  in  your 
eminent  place,  to  doe  the  Church  and 
Common-wealth  most  acceptable  service, 
and  to  reap  to  your  self  much  comfort 
thereby,  that  when  at  last  you  shall  have 
finished  your  course,  you  may  receive  at 
God's  hands  an  immortal  crown  through 
Jesus  Christ  our  Saviour  in  whom  I  rest. 

Yours  in  all  observancy, 

Charles  Hoole. 

Dec.  24,  1659. 


To  all  favourers  of  good  learning,  but 
more  especially,  to  the  teachers  of  Gram- 
mar. 

There  is  no  calling  more  serviceable  to 
Church  and  Common-wealth,  then  this 
of  a  Schoole-Master;  none  then  it  more 
perplexingly  toylesome,  where  Art  and 
Discretion,  the  two  essentials  of  n  Schoole- 
master,  are  wanting,  seeing  we  have  es- 
pecially to  deale  with  children's  imper- 
fections, which  are  warily  to  be  observed 
and  helped,  not  strictly  to  be  censured.* 

*  The  necessity  of  peculiar  tact  on  the  part  of  the 
moral  trainer  is  only  of  recent  years  receiving  adequate 
attention.  As  the  editor  of  this  reprint  has  said  in  his 
report  on  "Moral  Education  in  American  Schools", 
presented  to  the  English  Board  of  Education,  this  is  a 
feature  in  American  education  to-day  which  forcibly 
impresses  a  visitor.  It  is  significant  in  this  connection 
that  the  Froebelian  philosophy  of  education  has  found 
its  home,  and  Rosmini  has  found  so  many  readers, 
among  American  educators.  Note,  for  example,  Ros- 
mini's  proposition:  "The  will  of  the  educator,  being 
the  child's  supreme  law,  should  be  good  with  a  good- 
ness the  child  can  recognize."  Hoole's  suggestion  of 
a  mild  and  watchful  discipline  is  especially  noteworthy 
when  we  read  as  in  Barnard's  "English  Pedagogy", 
of  an  old-time  schoolmaster  who  in  the  course  of  fifty 
years  "administered  to  his  pupils  nearly  half  a  million 
canings  and  twenty-four  thousand  proper  floggings." 

(13) 


(14^ 

That  Constancy  in  a  good  Method  is 
the  means  to  make  a  Scholar  is  by  all 
affirmed;  but  which  Method,  of  many  that 
are  used,  is  the  best,  is  not  easily  deter- 
mined. Sure  we  are,  that  the  nearest, 
easiest,  and  plainest  is  most  grateful,  and 
the  rather  if  it  lye  along  with  the  common 
rode,  which  men  are  generally  loth  to 
foregoe,  though  it  be  not  alwayes  the 
readiest  way. 

It  hath  therefore  been  mine  endeavour 
to  set  on  and  proceed  in  such  a  course  of 
teaching  Grammar,  and  most  useful  and 
usually  received  Authours,  with  continued 
Exercises;  so  as  children  might  from  the 
beginning  understand  their  present  Taske, 
and  that  also  further  to  the  succeeding 
work.  I  labour  so  (ever  as  they  learne) 
to  acquaint  them  with  the  main  matters, 
that  in  case  of  changing  Masters,  they 
may  not  sustain  such  discouragement  and 
loss  of  time,  as  usually  betides,  when 
children  are  not  grounded  in  what  they 
learn.  This,  I  submit  to  more  gentle 
censures,  requesting  where  I  mistake  to 
receive  some  better  directions,  not  en- 
joyning  any  man  to  tread  in  my  steps, 
though  possibly  some  may  like  to  follow 
me  in  this  way,  which  I  am  resolved  to 
keep  (whether  in  more  publick,  or  my 
private  course  of  teaching)  till  I  know  a 


(•5) 
readier;  which  who  so  hath  gone  it,  may 
do  well  to  describe.  Now  the  Lord  of 
heaven  give  a  blessing  to  these  weak  en- 
devours,  which  if  any  man  profit  by,  let 
him  give  God  the  glory,  whose  alone 
power  it  is,  that  has  thus  far  enabled  me 
to  perform,  (what  from  a  child)  I  have 
seriously  desired.  Et  veniam  per  laude[m] 
peto,  etc. 


A  NOTE  OF  SCHOOLE-AUTHOURS 

'    MOST     PROPER    FOR     EVERY    FORM     OF 
SCHOLARS   IN   A  GRAMMAR-SCHOOLE 
WHICH      ARE     MENTIONED 
IN      THIS      BOOK.* 

T   AuTHOURS  USEFUL  FORTHE  FIRST  FoRM. 
Classical 
An    English    Bible,   or   Testament. 
The    Accidents. 
Sententiae  Pueriles. 
The    Principles   of  Christianity. 

Subsidiary 
Orbis  Pictus. 

The  Common  Rudiments  of  Latine 
Grammar — a  little  Vocabulary  Eng- 
lish and  Lutine  by  C.  H. 

*  Nearly  all  of  the  books  contained  in  this  list  have 
been  identified  by  Professor  Foster  Watson  and  de- 
scribed in  his  Bioqraphical  Account  of  Education  in 
England,  1500-1660.  (U.  S.  Bureau  of  Education,  1903) 
Hoole's  own  school-books  are  marked  with  the 
initials  "C.  H."  He  does  not  disdain  to  mention  the 
use  by  the  pupils  of  "paper  books"  i.  e.,  note-books  or 
exercise-books.  (Cf.  also  Ascharn  in  describing  his 
scheme  of  retranslation  which  is  the  feature  of  his 
famous  Latin  method).  If  anything  could  show  how 
genuine  a  school  movement  had  sprung  out  of  the 
Latin  revival  and  from  the  labor  of  those  Renascence 
educators  whom  Quick  calls  "stylists",  it  is  this  list  of 
books  recommended  by  Hoole  for  use  in  schools.     In 

(16) 


(17) 

2     AUTHOURS    FOR    THE    SECOND    FoRM. 
Classical 

Lilies  Grammar, 

Cato. 

Pueriles  Confabula-tiunculae. 

Corderii    CoUoquia. 

The  Assemblies  Catechisme. 
Subsidiary 

A  Construing   Book. 

Propria  quae  maribus,  etc.,  Englished 
and  explained. 

An  Easie  Entrance  to  the  Latine  Ton- 
gue, commonly  called  the  Grounds 
of  Grammar  by  C.  H. 

Englishes    to    be    translated. 

A    little  paper-book. 

view  of  the  strictures  upon  Latin  schooling  with  which 
the  pens  of  manj'  modern  educators  have  furnished  us, 
Quick's  opinion  may  be  quoted,  that  the  Stjiists,  with 
Sturm  at  their  head,  have  had  "more  influence  in  the 
schoolroom  than  the  Scholars  [or  Humanists]  and  the 
Verbal  Realists  combined."  In  other  words,  a  rigid 
schoolroom  than  the  Scholars  [or  true  Humanists] 
and  the  Verbal  ReaUsts  combined."  In  other  words, 
a  rigid  classical  curriculum  took  possession  of  the 
schools  according  to  which  the  schoolmasters  "set 
themselves  to  teach  words,  foreign  words,  and  allowed 
their  pupils  to  study  nothing  else,  not  even  the  mother 
tongue."  Hoole  takes  a  somewhat  broader  view  of 
education  than  this,  as  the  following  pages  will  show. 
The  first  inkling  of  such  broader  view  is  in  the  refer- 
ences contained  in  this  list  to  English  writers,  both  of 
prose  and  poetry 


(i8) 

3  AUTHOURS  USEFUL  FOR  THE  THIRD  FoRM 

Classical 
Lilies  Grammar. 
The   Latine   Testament. 
jEsopi  Fabulse. 
Janiia   Linguarum. 
Castalionis  Dialogi. 
Mantuanus. 
Helvici  Colloquia, 

The   Assemblies   Catechism  in   Latine. 
Perkins  six  principles. 

Subsidiary 
A  Construing     Book. 
A  paper  book  in  quarto. 
A  Praxis  of  the  Grammar  Rules. 
Gerards  Meditations. 
Thomas  de  Kempis. 
Sancti  Augustini  Soliloquia. 
Stockwoods   Figura   construed. 
Hamptons  Prosodia  construed. 

4  Authors  useful  for  the  fourth  Form 

Classical 
The  Latine  Testament. 
Lilies  Grammar. 
Elementa   Rhetorices. 
Camdeni  Grammatica. 
Graecum  Testamentum. 
Seidelius. 
Posselii    Dialogi. 
Shirlev's  Introductoriums. 


(19) 

Terentius. 

Janua  Latinae  Linguae. 

Sturmii    1  t-    •      i 
-r  •     r  r>pistolae 

1  extoris  J      ^ 

Ovidius  de  Tristius. 

Ovidii   Mentamorphosis. 

Buchanani   Psalmi. 

The     Assemblies     Catechisme,     Latine 

and   Greek. 

Subsidiary 
The  Latine  Grammar  by  C.  H. 
The  posing  of  the  Accidents. 
Animadversions  upon  Lilies  Grammar. 
Stockwoods  Disputations. 
Mr.    Pooles   English   Accidents. 
Hermes  Anglo-Latin. 
Supplementa  ad  Grammaticum. 

Mr.  Birds  ^ 

Mr.  Shirleys 
Mr.  Burleys 

Mr.  Hawkins        ^Grammar 
Mr.  Gregories 
Mr.  Danes 
Mr.  Farnabies 
A  Paper-book  in  quarto. 
An  English  Rhetorick. 
/  Index    Rhetoricus. 
Susentrolus. 

Compendium  Rhetorices 
Passoris  Lexic9n. 


(20) 

Rudimenta    Grammatrcae   Graecae. 

Busbaei  Grammaticae  Graecae. 

Clavis,  et    Fundamentum  Graecae  Lin- 

Fabritii  Elegantiae  Pueriles. 

Dux  Oratorius. 

Erasmus  de  copia  verboru[m]. 

A  little  Dictionary  English  and  Latine 

in   8vo. 
Walkers   Particles. 
Willis  Anglicismes. 
Phraseologiae  Puerilis. 
Epistolographia  by  Mr.   Clerk, 
Erasmus  de   conscribendis   Epistolis. 
Buchleri  Thesaurus  conscribendaru[m] 

Epistolaru[m]. 
Verepaeus  de  conscribendis  Epistolis. 
Hardwicks  Mantuan. 
Sandys    Ovid. 
Herberts   Poems. 
Quarless  Poems. 
Oweni    Epigrammata. 
Farnabii    Epigrammata. 
Alciati  Emblemata. 
Pools   English   Parnassus. 
Clarks  Dux  Poeticus. 
Wits  Commonwealth. 
Rosses  English  Mythologist. 
Lord  Bacon  de  Sapientia  veterum. 
Natales  Comes. 
Verderii  imagines  Deoru[m]. 


(2l) 

Lexicon  Geographicum,  etc. 
Holy-oakes    Dictionary. 
Thomas   Thomasius. 

5  Authors  useful  for  the  fifth  Form 

Classical 

Lilii    Grammatica. 

Camdeni    Grammatica. 

Elementa   Rhetorices. 
.     Aphthonius. 

Livii    Orationes. 

Isocrates. 

Theognis. 

Justinus. 

Caesaris   Commentarii. 

Lucius   Florus. 
'    Erasmi    Colloquia. 

Janua    Linguarum. 

Graeca. 

Virgilius. 

yEliani  Historiae  Variae. 

Epictetus. 

Farnabii   Epigrammata. 

Nowelli   Catechismus. 

Subsidiary 
Franklin  de  Orthotonia. 
Scapula. 

Screvelii  Lexicon. 
Vechneri    Hellonexia. 


Busbaei  )  ^ 

ai-      \  (jrammatica 
eonardi      ) 


'  Grammatica 


(22) 

Scoti  1 

Chrysolorae 

Ceporini 

Gaze 

Urbanii 

Caninii 

Gietseri. 

Posselii  Syntaxis. 

Demosthenis   Sententiae. 

Posselii  Apothegmata. 

Garthii   Lexicon. 

Rulandi    Synonymia. 

Morelii  Dictionarium. 

Bilii  locutiones. 

Devarius  de  Graecis  particulis. 

Posselii   Calligraphia. 

Plutarchus. 

Valerus    Maximus. 

Medulla    Historiae. 

Phaedri    Fabulae. 

Natales    Comes. 

Adagia  Selecta. 

Erasmi  Adagia. 

Bibliotheca   Scholastica. 

Pierus. 

Causinus. 

Alciati  Emblemata. 

Reusneri   Symbola. 

Diodorus  Siculus. 

Talii  Sententiae. 


(23) 
Ethica  Ciceroniana. 
Gruteri  Florilegium. 
Orator   extemporaneus. 
Vossii  partitiones  oratoricc. 
Texoris  Officina. 
Lycosthenes. 
Erasrni  Apophthegmata. 
Polyanthea. 
Sylva  Synonymorum. 
Calliepia, 
Anisse's  ^ 

Winchester's     | 
Lloyd's  }  Phrases. 

Farnabie's         1 
Manutii  J 

Encheiridion.  Oratorium, 

Clark's      I  Phraseologia.^ 

I  English  Adagies. 
Willis   Anglicismes. 
Barrets  Dictionary. 
Parci  calligraphia. 
Walkers  particles. 
Cooperi  Dictionarium, 
Flores  Poetarum. 
Phrases   Poeticae. 
i^^rarium  Poeticum. 
Encheiridion    Poeticum. 
Res  Virgiliana. 

Artis  Poeticiae  Compendiu[m], 
Thesaurus  Poeticus. 


(24) 

6  Authors  useful  for  the  sixth  Form 

Classical 

Lilii  Grammatica. 

Camdeni  Grammatica. 

Elementa   Rhetorices. 

Graecum  Testamentu[m]. 

Buxtorfii    Epitome. 

Psalterium  Hebraicum. 

Homerus. 

Pindarus. 

Lycophron. 

Xenophon. 

Euripides. 

Sophocles. 

Aristophanes. 

Ant.     de     Laubegeois. 

Breviarium  Graecae  Linguae. 

Horatius. 

Juvenahs. 

Persius. 

Lucanus. 

Senecae  Tragaediae. 

Martialis. 

Plautus. 

Luciani  selecti  Dialogi. 

TuUii   Orationes. 

Plumii   Panegyrica. 

Quintiliani    Declamationes.  / 

Birketi    Catechismus. 

Catechismus  parvus  Hebraicus. 


(25) 
Subsidiary 
Authores  Grammatica  antiqui. 
Despauterius. 
Linacei. 
^  Melangthon. 
Valerius. 
Alvarez. 
Rhenius. 
Sulpitius. 
Vossius. 

Tresmari  exercitationes. 
Rhetoricae. 
Nic.   Causinus. 
Paiot  de  Eloquentia. 
Turselinus. 

Hawkins  Particulae  Latinae.  Linguae 
Tullii 
Plinii 
Senecae. 
Erasmi 

Lipsii  ^  Epistolae. 

Manutii 
Aschami 
Politiani 
Turneri 

Goclenii   Analecta   et    Problemata. 
Ausonius  Popma. 
Becman   de   Originibus 
Tossani   Syllabus  germinus. 
Buxtorfii  Lexicon. 
Schindleri    Pentaglotton. 


U6) 
Buxtorfii   Thesaurus. 
Pagnini     | 
Crinesii     ^  Lexicon. 
Forstii       J 
Clavis  Homerica. 
Lexicon  Homericum. 
Eustathius. 

Pontani  Progymnasmata. 
Goodwin's   Antiquities. 
Symmachi    Epistolae. 
Libanius   Sophista. 
Turneri 
Baudii 
Mureti 
Heinsii 

Puteani      j^  Orationes. 
Rainoldi 
Lipsii 
Barclaii 
Salmatii 


THE 


PETTY  SCHOOLE 


SHEWING   A    WAY   TO   TEACH   LITTLE   CHILDREN   TO   READ 
ENGLISH      WITH      DELIGHT      AND      PROFIT 
(especially)    ACCORDING    TO 
THE    NEW    PRIM.\R. 


By  C.   H. 


LONDON 

Printed  by  J.  T.  for  Andrew  Crook  at  the  Green  Dragon 
in  Paul's  Church  Yard,  1659. 

(27) 


THE  PETTY  SCHOOLE 


CHAP.  I. 


HOW    A    CHILD    MAY    BE     HELPED     IN    THE 
FIRST  PRONUNCIATION  OF  HIS  LETTERS. 

My  aim  being  to  discover  the  old  Art 
of  teaching  Schoole,  and  how  it  may  be  The 
improved  in  every  part  suteable  to  the  average 
years  and  capacities  of  such  children  as  *^^^^ 
are  now  commonly  taught;  I  shall  first 
begin  my  discourse  concerning  a  petty 
Schoole,  and  here  or  elsewhere  I  shall 
not  busie  my  self  or  Reader  about  what 
a  childe  of  an  extraordinary  towardliness, 
and  having  a  teacher  at  home,  may  attain 
unto,  and  in  how  short  a  space,  but  onely 
shew  how  a  multitude  of  various  wits 
may  be  taught  all  together  with  abundance 
of  profit  and  delight  to  every  one,  wch. 
is  the  proper  and  main  work  of  our  ordin- 
ary   Schooles. 

Whereas  then,  it  is  usual  in  Cities  and 
greater  Towns  to  put  children  to  Schoole 
about  four   or   five  years   of  age,   and   in   jj^^^^^^ 
Country  villages,   because  of  further  dis-  schools 
tance,  not  till   about   six  or  seven;  I  con- 

(29) 


(30) 
ceive,  The  sooner  a  child  is  put  to  Schoole 
the  better  it  is,*  both  to  prevent  ill  habits, 
which  are  got  by  play  and  idleness,  and 
to  enure  him  betimes  to  affect  learning 
and  well  doing.  Not  to  say,  how  the 
great  uncertainty  of  parents  lives,  should 
make  them  careful  of  their  childrens 
early  education,  which  is  like  to  be  the 
best  part  of  their  patrimony,  what  ever 
good  thing  else  they  may  leave  them  in 
this    world. 

I  observe  that  betwixt  three  and  four 

First  steps     ^.^^^^  ^^  ^S^.^  childe  hath  great  propen- 

in  reading       ^^^^  ^°  peep  into  a  book,  and  then  is  the 

most     seasonable     time     (if    convenience 

may  be  had  otherwise)  for  him  to  begin 

*  Hoole  is  evidently  a  firm  believer  in  education;  in 
"nurture"  as  directive  of  "nature". Compare,  e.  g.,  his 
preface  to  the  translation  of  the  Orbis  Pictus,  where 
he  speaks  of  some  parents  not  being  willing  to  send 
their  children  to  school  till  they  are  eight  or  nine  years 
of  age,  and  thinks  it  arises  from  their  desire  for  a  more 
natural  method  in  education,  experience  before  ex- 
pression, things  before  words.  Here  he  agrees  with 
them,  but  thinks  education  in  school  can  be  made  to 
meet  the  case.  Under  Froebelian — and  Rousseaunian 
— influences  there  is  somewhat  more  of  a  present  day 
thought  and  practice  of  faith  in  "nature",  i.  e.,  in 
childhood  and  its  native  endowments  Mr.  J.  L. 
Hughes,  of  Toronto,  is  one  who  would  delay  formal 
school  work  till  the  later  age  just  mentioned,  and  is 
prepared  to  show  the  advantages  of  so  doing  where 
the  home  surroundings  of  the  child  are  favorable. 


(30 
to  learn;*  and  though  perhaps  then  he 
cannot  speak  so  very  distinctly,  yet  the 
often  pronounciation  of  his  letters,  will 
be  a  means  to  help  his  speech,  especially 
if  one  take  notice  in  what  organ  or  in- 
strument he  is  most  defective,  and  exer- 
cise him  chiefly  in  those  letters  which  be- 
long unto  it.f 

Now  there  are  five  organs  or  instru- 
ments of  speech,  in  the  right  hitting  of 
which,  as  the  breath  moveth  from  within, 
through  the  mouth,  a  true  pronunciation 
of  every  letter  is  made,  viz.,  the  lips,  the 
teeth,  the  tongue,  the  roof  of  the  mouth 
and  the  throat;  According  to  which  if  one 
rank  the  twenty-four  letters  of  our  Eng- 
lish Alphabet,  he  shall  find  that  A,  E,  I, 

*Cf.  Rosmini,  whose  fourth-period  in  the  develop- 
ment of  the  mind  corresponds  to  the  age  here  men- 
tioned by  Hoole.  "At  this  period",  says  Rosmini, 
"should  also  begin  the  teaching  to  read  and  write." 
As  the  reader  will  be  aware,  in  the  practice  of  the  Eng- 
lish infant  schools  of  the  present  day  the  principles  of 
Froebel  and  Rosmini  are  blended. 

t  This  preparatory  exercise  in  vocalization  before 
learning  the  letters  by  sight  seems  admxirable.  One  of 
the  good  results  likely  to  follow  upon  the  iise  of  the 
phonic  method  in  the  early  stages  of  reading  will  be 
the  better  use  of  the  organs  of  utterance.  'Tis  still 
true,  that  many  English  people  fail  in  this  respect: 
some  think  because  of  the  climate,  and  the  amount  of 
cold  moisture  in  the  air  which  people  instinctively 
shrink  from  inhaling  freely. 


(32) 
O,  U,  proceed  by  degrees  from  the  throat, 
along  betwixt  the  tongue  and  the  roof  of 
the  mouth  to  the  lips  contracted,  and 
that  Y  is  sometimes  like  I,  being  pro- 
nounced with  other  letters,  but  if  he  be 
named  by  itself,  it  requireth  some  motion 
of  the  lips. 

B,  F,  M,  P,  W,  and  V  consonant,  be- 
long to  the  lips,  C.  S,  X,  Z,  to  the  teeth, 
D,  L,  N,  T,  R,  to  the  tongue,  B,  H,  K, 
Q,  to  the  roof  of  the  mouth.  But  a 
sweet  and  natural  pronunciation  of  them 
is  gotten  rather  by  imitation  then  pre- 
cept, and  therefore  the  teacher  must  be 
careful  to  give  every  letter  its  distinct  and 
clear  sound,  that  the  childe  may  get  it 
from  his  voice,  and  be  sure  to  make  the 
child  open  his  mouth  well  as  he  uttereth 
a  letter,  lest  otherwise  he  drown  or  hin- 
der the  sound  of  it.  For  I  have  heard 
some  foreiners  to  blame  us  English-men 
for  neglecting  this  means  to  a  plain  and 
audible  speaking,  saying  that  the  cause 
why  we  do  not  speak  so  fully  as  they, 
proceeded  from  an  ill  habit  of  mumbling, 
which  children  got  at  their  first  learning 
to  read;  which  it  was  their  care,  there- 
fore, to  prevent  or  remedy  betimes;  and 
so  it  should  be  ours,  seeing  Pronouncia- 
tion  is  that  that  sets  out  a  man,  and  is 
sufficient  of  it  self  to  make  one  an  Oratour. 


CHAP.  II. 

HOW      A      CHILD      MAY      BE      TAUGHT     WITH 

DELIGHT    TO    KNOW    ALL    HIS     LETTERS 

IN    A    VERY    LITTLE    TIME. 

The    usual    way   to    begin    with    a    child,  Learning 
when  he  is   first  brought  to  Schoole,  is  to  the 
teach  him  to  know  his  letters  in  the  Horn-  alphabet 
book,  where  he  is  made  to  run  over  all  the 
letters  in  the  Alphabet  or  Christ-cross-row 
both    forwards    and    backwards,    until  he 
can  tell  any  one  of  them,  which  is  pointed 
at,  and  that  in  the  English  character. 

This  course  we  see  hath  been  very  effec- 
tual in  a  short  time,  with  some  more  ripe 
witted  children,  but  others  of  a  slower 
apprehension  (as  the  most  and  best  com- 
monly are)  have  been  thus  learning  a  whole 
year  together  (and  though  they  have  been 
much  chid  and  beaten  too  for  want  of  heed) 
could  scarce  tell  six  of  their  letters  at  twelve 
months'  end,  who,  if  they  had  been  taught 
in  a  way  more  agreeable  to  their  meane 
apprehensions  (wch  might  have  wrought 
more  readily  upon  the  senses,  and  affected 
their  mindes  with  what  they  did)  would 
doubtlesse  have  learned  as  cheerfully,  if 
not  as  fast  as  the  quickest. 

(33) 


"Various 
devices 
employed 


(34) 

I  shall  therefore  mention  sundry  ways 
that  have  been  taken  to  make  a  childe 
know  his  letters  readily,  out  of  which  the 
discreet  Teacher  may  chuse  what  is  most 
likely  to  suit  with  his  Learner. 

I  have  known  some  that  (according  to 
Mr.  Brinsley's*  direction)  have  taught  little 
ones  to  pronounce  all  the  letters,  and  to 
spell  pretty  well,  before  they  knew  one 
letter  in  a  book;  and  this  they  did,  by  mak- 


*Author  of  Ludus  Literarius;  or  the  Grammar  School; 
showing  how  to  proceed  from  the  first  entrance  into 
learning,  to  the  highest  perfection  required  in  the  Gram- 
mar Schools,  with  ease,  certainty,  and  delight,  both  to 
masters  and  scholars  (published  in  1612).  The  book 
describes  methods  of  teaching  reading  and  writing, 
languages,  and  the  principles  of  religion;  and  also 
ways  of  arousii^  the  interest  of  learners  in  their  work, 
and  the  principles  of  discipline.  Brinsley  also  pub- 
lished in  1622,  A  Consolation  for  our  Grammar  Schools: 
or  a  faithful  and  most  comfortable  encouragement  for 
laying  of  a  sure  foundation  of  all  good  learning  in  our 
schools  and  for  prosperous  building  thereupon.  In  this 
work  Brinsley  speaks  of  himself  as  "having  first  had 
long  experience  of  the  manifold  evils  which  grow  from 
the  ignorance  of  a  right  order  of  teaching,  and  after- 
wards some  gracious  taste  of  the  sweetness  that  is  to 
be  found  in  the  better  courses  truly  known  and  prac- 
tised"; and  refers  with  evident  compassion  to  "the 
extreme  labour  and  terror  of  the  poor  children  with 
enduring  far  overmuch  and  long  severity,  *  *  * 
because  so  few  who  undertake  this  function  are  ac- 
quainted with  any  good  method  or  right  order  of  in- 
struction." 


us) 

ing  the  childe  to  sound  the  five  vowels  a,  e, 
i,  o,  u,  like  so  many  bells  upon  his  fingers 
ends,  and  to  say  v^hich  finger  was  such  and 
such  a  vowel,  by  changes.  2.  Then  put- 
ting single  consonants  before  the  vowels, 
(leaving  the  hardest  of  them  to  the  last) 
and  teaching  him  how  to  utter  them  both 
at  once,  as  va,  ve,  vi,  vo,  vu,  da,  de,  di,  do, 
du.  3.  And  again  by  putting  the  vowels 
before  a  consonant  to  make  him  say,  as,  es, 
is,  OS,  us,  ad,  ed,  id,  od,  ud. 

Thus  they  have  proceeded  from  syllables 
of  two  or  three,  or  more  letters,  till  a  childe 
hath  been  pretty  nimble  in  the  most.  But 
this  is  rather  to  be  done  in  a  private  house, 
then  in  a  publick  Schoole;  how  ever  this 
manner  of  exercise  now  and  then  amongst 
little  Scholars  will  make  their  lessons  more 
familiar  to  them. 

The  greatest  trouble  at  the  first  entrance 
of  children  is  to  teach  them  how  to  know 
their  letters  one  from  another,  when  they 
see  them  in  a  book  altogether;  for  the 
greatnesse  of  their  number  and  variety  of 
shape  do  puzzle  young  wits  to  difference 
them,  and  the  sence  can  but  be  intent  upon 
one  single  object  at  once,  so  as  to  take  its 
impression,  and  commit  it  to  the  imagina- 
tion and  memory.  Some  have  therefore 
begun  but  with  one  single  letter,  and  after 
they  have   shewed  it  to   the  childe  in   the 


(36) 
Alphabet,  have  made  him  to  finde  the  same 
any  where  else  in  the  book,  till  he  knew 
that  perfectly;  and  then  they  have  pro- 
ceeded to  another  in  like  manner,  and  so 
gone  through  the  rest.  Some  have  con- 
trived a  piece  of  ivory  with  twenty-four 
flats  or  squares,  in  every  one  of  which  was 
engraven  a  several  letter,  and  by  playing 
with  a  childe  in  throwing  this  upon  a  table, 
and  shewing  him  the  letter  onely  which 
lay  uppermost  have  in  a  few  days  taught 
him  the  v/hole  Alphabet. 

Some  have  got  twenty-four  pieces  of 
ivory  cut  in  the  shape  of  dice,*  with  a  letter 
engraven  upon  each  of  them,  and  with 
these  they  have  played  at  vacant  hours 
with  a  childe,  till  he  hath  known  them  all 
distinctly.  They  begin  first  with  one,  then 
with  two,  afterwards  with  more  letters  at 
once,  as  the  childe  got  knowledge  of  them. 
To  teach  him  likewise  to  spell,  they  would 
place  consonants  before  or  after  a  vowel, 
and  then  join  more  letters  together  so  as  to 
make  a  word,  and  sometimes  divide  it  into 
syllables,  to  be  parted  or  put  together;  now 

*  Quintilian  (A.D.  40  to  118)  speaks  with  approval 
of  what  seems  to  have  been  a  common  practice  in 
teaching  Roman  chi  dren  to  read,  namely.  Rfiving 
them  ivory  figures  of  the  letters  to  play  with;  and  adds 
that  he  would  adopt  any  educational  toy  in  which 
infants  can  take  delight. 


(37) 
this  kind  of  letter  sport  may  be  profitably 
permitted  among  you[ng]  beginers  in  a 
Schoole  and  instead  of  ivory,  they  may  have 
white  bits  of  wood,  or  small  shreads  of  paper 
or  past-board,  or  parchment  with  a  letter  writ 
upon  each  to  play  w^ithall  amongst  themselves. 

Some  have  made  pictures  in  a  little  book 
or  upon  a  scroll  of  paper  wrapt  upon  two 
sticks  within  a  box  of  iceing-glass  and  by 
each  picture  have  made  three  sorts  of  that 
letter,  with  which  its  name  beginneth;  but 
those  being  too  many  at  once  for  a  childe 
to  take  notice  on,  have  proved  not  so  useful 
as  was  intended. 

Some  likewise  have  had  pictures  and 
letters  printed  in  this  manner  on  the  back 
side  of  a  pack  of  cards,  to  entice  children, 
that  naturally  love  that  sport,  to  the  love 
of  learning  their  books.* 

Some  have  writ  a  letter  in  a  great  charac- 
ter upon  a  card,  or  chalked  it  out  upon  a 
trencher,  and  by  telling  a  child  what  it  was, 
and  letting  him  strive  to  make  the  like, 
have  imprinted  it  quickly  on  his  memory, 
and  so  the  rest  one  after  another. 

One  having  a  son  of  two  years  and  a  half 
old,  that  could  but  even  go  about  the  house, 
and  utter  some  few  gibberish  words  in  a 
broken    manner;    observing    him    one  day 

*  Cf.  Rousseau's  suggestions  in  the  Nouvelle  H^loise 
and  in  the  Emile  (W  H.  Payne's  translation,  pp.  82-3). 


(38) 
above  the  rest  to  be  busied  about  shells, 
and  sticks,  and  such  like  toys,  which  him- 
self had  laid  together  in  a  chair,  and  to  misse 
any  one  that  was  taken  from  him,  he  saw 
not  how,  and  to  seek  for  it  about  the  house; 
became  very  desireous  to  make  experiment 
what  that  childe  might  presently  attain  to 
in  point  of  learning;  Thereupon  he  devised 
a  little  wheel,  with  all  the  Capital  Romane 
letters  made  upon  a  paper  to  WTap  round 
about  it,  and  fitted  it  to  turn  in  a  little  round 
box,  which  had  a  hole  so  made  in  the  side 
of  it,  that  onely  one  letter  might  be  seen  to 
peep  out  at  once;  This  he  brought  to  the 
childe  and  showed  him  onely  the  letter  O, 
and  told  him  what  it  was;  The  childe  being 
overjoyed  with  his  new  gamball,  catcheth 
the  box  out  of  his  Father's  hand,  and  runs 
with  it  to  his  playfellow  a  year  younger  then 
himself,  and  in  his  broken  language  tells 
him  there  was  an  O,  an  O;  And  when  the 
other  asked  him  where,  he  said,  in  a  hole, 
in  a  hole,  and  shewed  it  him;  which  the  lesser 
childe  then  took  such  notice  of,  as  to  know 
it  againe  ever  after  from  all  the  other  letters. 
And  thus  by  playing  with  the  box,  and  en- 
quiring concerning  any  letter  that  appeared 
strange  to  him,  what  it  was,  the  childe  learnt 
all  the  letters  of  the  Alphabet  in  eleven  days, 
being  in  this  character  A,  B,  C,  and  would 
take  pleasure  to  shew  them  in  any  book  to 


(39) 
any  of  his  acquaintance  that  came  next. 
By  this  instance  you  may  see  what  a  pro- 
pensity there  is  in  nature  betimes  to  learn- 
ing, could  but  the  Teachers  apply  themselves 
to  their  young  scholars  tenuity;  and  how  by 
proceeding  in  a  cleare  and  facil  method,  that 
all  may  apprehend,  every  one  may  benefit 
more  or  less  by  degrees.  According  to  these 
contrivances  to  forward  children,  I  have 
published  a  New  Primar;  In  the  first  leafe, 
whereof  I  have  set  the  Roman  Capitalls  (be- 
cause that  character  is  now^  most  in  use,  and 
those  letters  the  most  easie  to  be  learn't)  and 
have  joyned  therewith  the  pictures  or  images 
of  some  things  w4iose  names  begins  with  that 
letter,  by  which  a  childs  memory  may  be 
helped  to  remember  how  to  call  his  letters; 
as  A,  for  an  Ape,  B  for  a  Bear,  &c.  This  alliterative 
Hieroglyphicall  devise  doth  so  affect  children  method 
(who  are  generally  forvv^ard  to  communicate 
what  they  know)  that  I  have  observed  them 
to  teach  others,  that  could  not  so  readily 
learn,  to  know  all  the  letters  in  a  fev/  hours 
space,  by  asking  them,  what  stands  A  for  ? 
and  so  concerning  other  letters  backwards 
and  forwards,  or  as  they  best  liked. 

Thus  when  a  childe  hath  got  the  names  of 
his  letters,  and  their  several  shapes  withall 
in  a  playing  manner,  he  may  be  easily  taught 
to  distinguish  them  in  the  following  leaf, 
which  containeth  first  the  greater,  and  then 


(40) 
the  smaller  Roman  characters,  to  be  learned 
by  five  at  once  or  more,  as  the  childe  is  able 
to  remember  them;  other  Characters  I  would 
have  forborn,  till  one  be  w^ell  acquainted 
with  these,  because  so  much  variety  at  the 
first  doth  but  amaze  young  wits,  and  our 
English  characters  (for  the  most  part)  are 
very  obscure,  and  more  hard  to  be  imprinted 
in  the  memory.  And  thus  much  for  the 
learning  to  know  letters;  we  shall  next  (and 
according  to  Order  in  Teaching)  proceed  to 
an  easie  way  to  distinct  spelling. 


CHAP.  III. 

HOW  TO  TEACH  A  CHILDE  TO  SPELL  DISTINCTLY 

The  common  way  of  teaching  a  childe  to 
spell,  is,  after  he  know's  the  letters  in  his 
Alphabet,  to  initiate  him  in  those  few  sylla-  Syllabic 
bles,  which  consist  of  one  vowell  before  a  "^^^^o^i 
consonant,  as,  ab,  eb,  ib,  ob,  ub,  &c,  or  of 
one  vowel  after  a  consonant,  as,  ba,  be,  bi, 
bo,  bu,  &c  in  the  Horn  Book,  and  thence 
to  proceed  with  him  by  little  and  little  to  the 
bottom  of  the  book,  hereing  him  twice  or 
thrice  over  till  he  can  say  his  lesson,  and  then 
putting  him  to  a  new  one. 

In  which  course  I  have  known  some  more 
apt  children    to  have  profited  prety  well,  but  ^ 
scarce    one    of   ten,    when    they    have    gone  creative  of 
thorow  the  book,  to  be  able  to  spell  a  word  power 
that  is  not  in  it;  And  some  have  been  certaine 
years  daily  exercised  in  saying  lessons  therein, 
who  after  much  endeavour  spent,  have  been 
accounted    meer    block-heads,    and    rejected 
altogether  as  incapable  to  learn  any  thing, 
whereas   some   Teachers   that  have   assayed 
a   more   familiar  way,   have   professed,   that 
they  have  not  met  with  any  such  thing  as  a 
Dunce  amid  a  great  multitude  of  little  schol- 
lars. 

(41) 


(42) 

Indeed  it  is  Tullies  observation  of  old,  and 
Erasmus  his  assertion  of  latter  years,  that  it 
is  as  natural  for  a  childe  to  learn,  as  it  is  for 
a  beast  to  go,  a  bird  to  fly,  or  a  fish  to  swim, 
and  I  verily  beleeve  it,  for  the  nature  of  man 
is  restlessly  desirous  to  know  things,*  and 
were  discouragements  taken  out  of  the  way, 
and  meet  helps  afforded  young  learners,  they 
would  doubtless  go  on  with  a  great  deal  more 
cheerfulness,  and  make  more  proficiency  at 
their  book  then  usually  they  do;  And  could 
the  Master  have  the  discretion  to  make  their 
lessons  familiar  to  them,  children  would  as 
much  delight  in  being  busied  about  them, 
as  in  any  other  sport,  if  too  long  continuance 
at  them  might  not  make  them  tedious. 

Amongst  those  that  have  gone  a  readier 
way  to  reading,  I  shall  onely  mention  MF. 
Roe,  and    Mr.  Robinson,  the  latter  of  whom 

*  So  Dr.  Nansen  said,  before  his  polar  expedition: 
"Man  -wants  to  know.  When  he  ceases  to  want  to 
know  he  ceases  to  be  rr-an."  And  Aristotle,  "All 
men  are  by  nature  actuated  by  the  desire  for  knowl- 
edge." But  it  has  been  only  the  few  v.ho  have  realized 
that  the  same  is  true  of  children,  and  who  have,  for 
example  rightly  interpreted  children's  questions  as 
an  evidence  of  intellectual  hunger.  Bacon  whose  in- 
fluence was  the  predom.inatirig  one  amongst  seventeenth 
century  educationists,  says,  "All  knowledge  (and 
wonder  which  is  the  seed  of  kno"vs  ledge)  is  an  impres- 
sion of  pleasure  in  itself."  This  is  fundamental  to 
anj'  theory  of  direct  interest  in  school-work. 


(43) 
I  have  known  to  have  taught  little  children 
not  much  above  four  years  old  to  read  dis- 
tinctly in  the  Bible,  in  six  weekes  time,  or 
under;  their  books  are  to  be  had  in  print, 
but  every  one  hath  not  the  art  to  use  them. 
And  Mf.  Cootes  English-School-Master  seems 
rather  to  be  fitted  for  one  that  is  a  Master 
indeed,  then  for  a  Scholar.* 

Besides  the  way  then  which  is  usuall,  you 
may  (if  you  think  good)  make  use  of  that 
which  I  have  set  down  in  the  new  Primar  to 
to  help  little  ones  to  spell  readily,  and  it  is 
this. 

I.  Let  a  childe  be  well  acquainted  with 
his  vowells,  and  made  to  pronounce  them 
fully  by  themselves,  because  they  are  able  to 
make  a  perfect  sound  alone. 

II.  Teach  him  to  give  the  true  valour  or 
force  to  the  consonants,  and  to  take  notice 
how  unperfectly  they  sound,  except  a  vowel 
be  joyned  with  them.  Both  these  are  set 
apart  by  themselves. 

3.  Proceed  to  syllables  made  of  one  con- 
sonant set  before  a  vowel  (Sect.  5.)  and  let 

*  Hoole,  doubtless,  has  in  mind  what  Coote  says 
with  regard  to  his  teacher's  vade  mecum,  that  it  was 
intended  for  the  use  not  solely  of  recognized  teachers 
but  those  who  combined  teaching  with  their  ordinary 
calling;  they  might  sit  on  their  shop-boards  at  their 
looms,  or  at  their  needles  without  hindering  their 
work  to  hear  their  scholars  after  they  had  made  them- 
selves familiar  with  his  Uttle  book.' 


Hoole's 
method 


(44) 
him  joyne  the  true  force  of  the  consonant 
with  the  perfect  sound  of  the  vowel,  as  to 
say,  ba,  be,  bi,  bo,  bu,  &c.  Yet  it  were  good 
to  leave  ca,  ce,  ci,  co,  cu,  and  ga,  ge,  gi,  go, 
gu,  to  die  last,  because  the  valor  of  the  con- 
sonant in  the  second  and  third  syllables  doth 
differ  from  that  in  the  rest. 

4.  Then  exercise  him  in  syllables  made  of 
one  vowel  set  before  one  consonant,  (Sect.  6) 
as  to  say,  ab,  eb,  ib,  ob,  ub,  ^'c,  till  he  can 
spell  any  s\llable  of  two  letters,  backwards 
or  forwards,  as,  ba,  be,  bi,  bo,  bu;  ab,  eb, 
ib,  ob,  ub;  and  so  in  all  the  rest  comparing 
one  with  another. 

5  And  if  to  any  one  of  these  svllables  you 
adde  a  letter,  and  teach  him  how  to  joyne  it 
in  sound  with  the  rest,  vou  will  make  him 
more  ready  in  spelling;  As,  if  before  ab  you 
put  b,  and  teach  him  to  sav  bab;  if  after  ba 
}ou  put  d,  and  let  him  pronounce  it  bad,  he 
will  quickly  be  able  to  joyne  a  letter  with  any 
of  the  rest  as  nip,  pin,  but,  tub,  ^'c. 

To  enure  your  young-scholar  to  an}-,  even 
tlic  hardest  svllable,  in  an  easy  way. 

I.  Practise  him  in  the  joyning  of  conso- 
nants that  begin  svllables  (Sect.  7)  so  as  tbat 
he  ma}-  give  their  jovnt  forces  at  once;  th*^'^' 
Having  shewed  him  to  sound  bl  or  ^'•r 
together,  make  him  to  pronounce  them,  an<^ 
a  vowel  with  them,  bla,  bra,  ble,  bre,  and  s^ 
in  any  of  the  rest. 


( 45  ) 
2.  1  hen  practise  him  Hkewise  in  conso- 
nants that  end  syllables,  (Sect.  8j  make  him 
first  to  give  the  force  of  the  joined  consonants, 
and  then  to  put  the  vowels  before  them;  as, 
ble  with  the  vowels  before  them  sound  able, 
eble,  ible,  oble,  uble,  to  all  which  you  may 
prefix  other  consonants  and  change  them  into 
words  of  one  syllable,  as  fable,  peble,  bible, 
noble,  bubble;  (with  ab  inserted  or  the  like.) 
Where  observe  that  e  in  the  end  of  many 
words  being  silent,  doth  qualifie  the  sound 
of  the  foregoing  vowel,  so  as  to  make  words 
different  from  those  that  have  not  e;  as,  you 
may  see  made,  difFereth  quite  from  mad, 
bete  from  bet,  pipe  from  pip,  sope  from  sop, 
cube  from  cub.  Whereby  I  think  them  in 
an  error,  that  leave  out  e  in  the  end  of  words, 
and  them  that  in  pronouncing  it  make  two 
syllables  of  one,  in  stable,  bible,  people,  &c, 
which  judicious  Mr  Mulcaster  will  not 
allow.* 

In  this  exercise  of  spelling  you  may  do  well 
sometimes  to  make  all  the  young  beginners 
stand  together,  and  pose  them  one  by  one  in 
all  sorts  of  syllables,  till  they  be  perfect  in 
any:  and,  to  make  them  delight  herein. 

I.  Let  them  spell  many  syllables  together 

*  For  a  brief  account  of  Mulcaster's  works,  see 
Quick's  Educational  Reformers  or  Educational  Theories 
tn  England  (published  by  Sonenschein  in  England  and 
Bardeen  in  America) 


(46) 

which  differ  onely  in  one  letter;  as,  and,  band, 
hand,  land,  sand.* 

2  Teach  them  to  frame  any  word  of  one 
syllable,  by  joyning  any  of  the  consonants 
which  go  before  vowels,  with  those  that  use 
to  follow  vowels,  and  putting  in  vowels  be- 
twixt them;  as,  black,  block;  clack,  clock. 

And  this  they  may  do  afterwards  amongst 
themselves,  having  severall  loose  letters  made 
and  given  them,  to  compose  or  divide  in  a 
sporting  manner,  which  I  may  rightly  terme 
the  Letter  sport. 

When  a  childe  is  become  expert  in  joyning 
consonants  with  the  vowels  then  take  him 
to  the  Dipthongs  (Sect.  9.)  and  there, 

1  Teach  him  the  naturall  force  of  a  Dip- 
thong  (which  consists  of  two  vowels  joyned 
together)  and  make  him  sound  it  distinctly 
by  it  self  as  ai,  ei,   &c. 

2  Let  him  see  how  it  is  joyned  with  other 
letters,  and  learne  to  give  its  pronountiation 
together  with  them,  minding  him  how  the 
same  dipthong  differs  from  its  self  sometimes 
in  its  sound,  and  which  of  the  two  vowels  in 
it  hath  the  greatest  power  in  pronounciation, 
as,  in  people  e  seemeth  to  drown  the  o. 

*  Word-building  methods  still  proceed  on  this  plan, 
sometimes  with  mechanical  appliances  to  make  it  easy 
sometimes  with  mechanical  appliances  to  make  the 
changing  of  the  initial  letter  easy  and  at  the  same  time 
interesting  to  the  children. 


(47) 

And  besides  those  words  in  the  Book,  you 
may  adde  others  of  your  own,  till  by  many 
examples  the  childe  do  well  apprehend  your 
meaning,  and  so,  as  that  he  can  boldly  ad- 
venture to  imitate  you,  and  practise  of  him- 
self. 

Thus  after  a  childe  is  thoughly  exercised 
in  the  true  sounding  of  the  vowels  and  con- 
sonants together,  let  him  proceed  to  the  spell- 
ing of  words,  first  of  one  syllable  (Sec.  lo.) 
then  of  two  (Sect,  ii.)  then  of  three  (Sect.  I2.) 
then  of  four  (Sect.  13.)  in  all  which  let  him 
be  taught  how  to  utter  every  syllable  by  it  self 
truly  and  fully,  and  be  sure  to  speak  out  the 
last.  But  in  words  of  more  syllables,  let  him 
learn  to  joyne  and  part  them  according  to 
these  profitable  rules. 

1  An  English  syllable  may  sometimes  con- 
sist of  eight  letters,  but  never  of  more,  as 
strength. 

2  In  words  that  have  many  syllables,  the 
consonant  between  two  vowels  belongeth  to 
the  latter  of  them;  as  Hu-mi-li-tie. 

3  Consonants  which  are  joyned  in  the  be- 
ginning of  words,  are  not  to  be  parted  in  the 
middle  of  them;  as  My-ste-ry. 

4  Consonants  which  are  not  joyned  in  the 
beginning  of  words,  are  to  be  parted  in  the 
middle  of  them;  as,  for-get-ful-ness. 

5  If  a  consonant  be  doubled  in  the  middle 
of  a  word,  the  first  belong's  to  the  syllable 


(48) 

foregoing,  and  the  latter  to  the  following, 
pos-ses-si-on. 

6  In  compound  words,  every  part  which 
belongeth  to  the  single  words,  must  be  set  by 
its  self;  As,  In-a-bi-li-ty. 

And  these  rules  have  I  here  set  down 
rather  to  informe  the  less  skilful  teacher, 
how  he  is  to  guide  his  learner,  then  to  puzle 
a  childe  about  them,  who  is  not  yet  so  well 
able  to  comprehend  them. 

I  have  also  divided  those  words  in  the 
Book,  to  let  children  see  how  they  ought  to 
divide  other  polysyllable  words,  in  which 
they  must  alwayes  be  very  carefull  (as  I  said) 
to  sound  out  the  last  syllable  very  fully. 

To  enable  a  child  the  better  to  pronounce 
any  word  he  meets  withall  in  reading,  I  have 
set  down  some  more  hard  for  pronuntiation; 
(Sect.  14.)  in  often  reading  over  which  he  may 
be  exercised  to  help  his  utterance;  and  the 
Master  may  adde  more  to  his  own  discretion, 
till  he  see  that  his  willing  scholar  doth  not 
stick  in  spelling  any,  be  it  never  so  hard. 

And  that  the  child  may  not  be  amused 
with  any  thing  in  his  book,  when  he  cometh 
to  read,  I  would  have  him  made  acquainted 
with  the  pauses,  (Sect.  15.)  with  the  figures 
(Sect.  16.)  numerall  letters,  (Sect.  17),  quota- 
tions (Sect.  18)  and  abbreviations  (Sect.  19) 
which  being  but  a  work  of  few  houres  space, 
may  easily  be  performed  after  he  can  readily 


(49) 
spell,  which  when  he  can  do,  he  may  profit- 
ably be  put  to  reading,  but  not  before;  for  I 
observed  it  a  great  defect  in  some  of  Mf.  R. 
Scholars,  (whose  way  was  to  teach  to  read 
presently  without  any  spelling  at  all)  that 
when  they  were  at  a  losse  about  a  word,  they 
made  an  imperfect  confused  sound,  in  giving 
the  force  of  the  consonants,  which  if  they 
once  missed  they  knew  not  which  way  to 
help  themselves,  to  find  what  the  word  was, 
whereas  if  after  a  childe  know  his  letters,  he 
be  taught  to  gather  them  into  just  syllables, 
and  by  the  joyning  of  syllables  together  to 
frame  a  word,  (which  as  it  is  most  ancient, 
so  certainely  it  is  the  most  naturall  method 
of  teaching)  he  will  soon  be  able,  if  he  stick 
at  any  word  in  reading,  by  the  naming  of  its 
letters,  and  pronouncing  of  its  syllables  to 
say  what  it  is,  and  then  he  may  boldly  ven- 
ture to  read  without  spelling  at  all,  touching 
the  gaining  of  a  habit  whereof,  I  shall  pre- 
ceed  to  say  somewhat  in  the  next  chapter. 


CHAP.  nil. 

HOW  A  CHILD  MAY  BE  TAUGHT  TO  READ  ANY 
ENGLISH  BOOK  PERFECTLY. 

The  ordinary  way  to  teach  children  to 
read  is,  after  they  have  got  some  knowledge 
of  their  letters,  and  a  smattering  of  some 
syllables  and  words  in  the  horn-book,  to 
turn  them  into  the  A.  B.  C.  or  Primar,  and 
therein  to  make  them  name  the  letters,  and 
spell  the  words,  till  by  often  use  they  can 
pronounce  (at  least)  the  shortest  words  at 
the  first  sight. 

This  method  takes  with  those  of  prompter 
wits,  but  many  of  more  slow  capacities,  not 
finding  any  thing  to  affect  them,  and  so  make 
them  heed  what  they  learne,  go  on  remissely 
from  lesson  to  lesson,  and  are  not  much  more 
able  to  read,  when  they  have  ended  their 
book,  then  when  they  began  it.  Besides,  the 
A.  B.  C.  being  now  (I  may  say)  generally 
thrown  aside,  and  the  ordinary  Primar  not 
printed,  and  the  very  fundamentals  of 
Christian  Religion  (which  were  wont  to  be 
contained  in  those  books,  and  were  com- 
monly taught  children  at  home  by  heart 
before   they   went   to   schoole)   with    sundry 

(50) 


(51) 
people    (almost  in   all   places)    slighted,   the 
matter  which  is  taught  in  most  books  now 
in  use  is  not  so  familiar  to  them,*  and  there- 
fore not  so  easy  for  children  to  learn. 

But  I  hold  still  to  the  same  foundation,  I 
have  caused  the  Lords  Prayer  (Sect.  20.)  the 
Creed  (Sect.  21.)  and  the  ten  Command- 
ments (Sect.  23)  to  be  printed  in  the  Roman 
character,  that  a  childe  having  learned  al- 
ready to  know  his  letters  and  how  to  spell, 
may  also  be  initiated  to  read  by  them,  which 
he  will  do  the  more  cheerfully,  if  he  be  also 
instructed  at  home  to  say  them  by  heart. 

As  he  reads  these,  I  would  have  a  childe 
name  w^hat  words  he  can  at  the  first  sight, 
and  what  he  cannot,  to  spell  them,  and  to 
take  notice  what  pauses  and  numbers  are 
in  his  lesson.  And  to  go  them  often  over,  till 
he  can  tell  any  tittle  in  them,  either  in  or 
without  the  book. 

When  he  is  thus  well  entered  in  the  Roman 
character,  I  would  have  him  made  acquainted 

*  This  confirms  to  some  extent  what  appears  from 
even  a  casual  inspection  of  samples  of  the  old  Horn- 
books, that  the  method  of  learning  from  them  was  in 
part  a  sentence-method:  i,  e  .  the  children  were  familiar 
with  the  thought  and  the  spoken  words  and  acquired 
the  power  of  reading  the  printed  words  the  more  readily 
on  this  account  Judging  from  what  follows.  Hoole 
relied  upon  this  method  but  with  him  it  was,  as 
doubtless  with  everj'one  of  his  period,  subsidiary  to 
the  alphabetic  and  spelling  methods. 


Hoole's 
primary 
readers 


(52) 
with  the  rest  of  the  characters  now  in  use 
(Sect.  23)  which  will  be  easily  done,  by  com- 
paring one  with  another,  and  reading  over 
those  sentences,  Psalms,  Thankes-givings, 
and  Prayers  (which  are  printed  in  greater 
and  iesse  characters  of  sundry  sorts)  till  he 
have  them  pretty  well  by  heart. 

Thus  having  all  things  which  concerne 
reading  English  made  famihar  to  him,  he 
may  attaine  to  a  perfect  habit  of  it. 

I  By  reading  the  single  Psalter.  2  The 
Psalmes  in  meeter.  3  The  Schoole  of  good 
manners,  or  such  like  easy  books,  which  may 
both  profit  and  dehght  him.  All  which  I 
would  wish  he  may  read  over  at  lest  thrice, 
to  make  the  matter,  as  well  as  the  words, 
leave  an  impression  upon  his  mind.  If  any- 
where he  stick  at  any  word  (as  seeming  too 
hard)  let  him  marke  it  with  a  pin,  or  the  dint 
of  his  nayle,  and  by  looking  upon  it  againe, 
he  will  remember  it. 

When  he  can  read  any  whit  readily,  let 
him  begin  the  Bible,  and  read  over  the  book 
of  Genesis,  (and  other  remarkable  Histories 
in  other  places  of  Scripture,  which  are  most 
likely  to  delight  him)  by  a  chapter  at  a  time; 
But  acquaint  him  a  little  with  the  matter 
beforehand,*  for  that  will  intice  him  to  read 
it,  and  make  him  more  observant  of  what  he 
read's.     After  he  hath  read,  aske  him  such 

*  A  good  point. 


(53) 
generall  Questions  out  of  the  Story,  as  are 
most  easie  for  him  to  answer,  and  he  will  the 
better  remember  it.  I  have  known  some, 
that  by  hiring  a  child  to  read  two  or  three 
chapters  a  day,  and  to  get  so  many  verses  of 
it  by  heart,  have  made  them  admirable  pro- 
ficients, and  that  betimes,  in  the  Scriptures; 
which  was  Timothies  excellency,  and  his 
Grandmothers  great  commendation. 

Let  him  now  take  liberty  to  exercise  him- 
self in  any  English  book  (so  the  matter  of  it 
be  but  honest)  till  he  can  perfectly  read  in  any  English 
place  of  a  book  that  is  offered  him,  and  when  before 
he  can  do  this,  I  adjudge  him  fit  to  enter  into  ^^^^° 
a  Grammar  Schoole,  but  not  before. 

For  thus  learning  to  read  English  perfectly, 
I  allow  two  or  three  years  time,  so  that  seven 
or  eight  years  of  age,  a  child  may  begin 
Latine. 


CHAP.  V. 

WHEREIN  CHILDREN,  FOR  WHOM  THE  LATINE 
TONGUE  IS  THOUGHT  TO  BE  UNNECESSARY, 
ARE  TO  BE  EMPLOYED  AFTER  THEY  CAN 
READ    ENGLISH    WELL. 

It  is  a  fond  conceit  of  many,  that  have 
Usefulness  either  not  attained,  or  by  their  own  negli- 
Latin  gence  have  utterly  lost  the  use  of  the  Latine 
Tongue,  to  think  it  altogether  unnecessary 
for  such  children  to  learn  it,  as  are  intended 
for  trades,  or  to  be  kept  as  drudges  at  home, 
or  employed  about  husbandry.  For  first 
there  are  few  children,  but  (in  their  playing 
years,  and  before  they  can  be  capable  of  any 
serious  employment  in  the  meanest  calling 
that  is)  may  be  so  far  grounded  in  the  Latine, 
as  to  finde  that  little  smattering  they  have  of 
it,  to  be  of  singular  use  to  them,  both  for  the 
understanding  of  the  English  Authors  (which 
abound  now  a  dayes  with  borrowed  words) 
and  the  holding  discourse  with  a  sort  of  men 
that  delight  to  flant  it  in  Latine. 

Secondly.*  Besides  I  have  heard  it  spoken 
to  the  great  commendation  of  some  countries, 
where  care  is  had  for  the  well  education  of 

*  See  introduction, 

(54) 


(55) 
children,  that  every  Peasant  (almost)  is  able 
to  discourse  with  a  stranger  in  the  Latine 
tongue;  and  why  may  not  we  here  in  England 
obtain  the  like  praise,  if  we  did  but  as  they, 
continue  our  children  at  the  Latine  Schoole, 
till  they  be  well  acquainted  with  that  lan- 
guage, and  thereby  better  fitted  for  any  call- 
ing,* 

Thirdly,  And  I  am  sorry  to  adde,  that  the 
non-improvement    of    childrens    time    after  Education 
they  can  read  English  any  whit  well,  throweth  ^^^ 
open  a  gap  to  all  loose  kinde  of   behaviour;  ^haracter- 
r^    1     •  ^     1  /       •     •  1  I       building 

tor  bemg  then  (as  it  is  too  commonly  to  be 

seen,  especially  with  the  poorer  sort)  taken 
from  the  Schoole,  and  permitted  to  run  wilde- 
ing  up  and  down  without  any  control,  they 
adventure  to  commit  all  manner  of  lewdnesse, 
and  so  become  a  shame  and  dishonour  to 
their  Friends  and  country. 

If  these  or  the  like  reasons  therefore  might 
prevail  to  persuade  them  that  have  a  preju- 

*  There  may  be  here  some  trace  of  the  influence  of 
Comenius,  who  thought  that  Latin  was  destined  to 
become  once  again  the  universal  speech.  Hence  the 
Janua  Linguarum  and  the  Orbis  Pictus,  the  main  func- 
tion of  which  was  to  give  a  complete  vocabulary, 
assigning  Latin  names  to  such  objects  as  "coal-rake", 
"stilts",  "sausages".  These  exceptional  words  are  no 
guide  to  the  true  character  of  the  vocabulary  sup- 
plied in  the  Orbis  Pictus  which  is  really  well  selected, 
and  compares  very  favorably  with  far  more  modern 
Principia  Latina's  and  other  Latin  primers. 


Either  the 
grammar 
school,  or 
the  -ftTiting 
school 
advisable 
for  all 


At  least, 
until  they 
actually 
commence 
work 


Latin  to 
be  left 
to  the 
grammar 
school 


(56) 

dice  against  Latine,  I  would  advise  that  all 
children  might  be  put  to  the  Grammar- 
Schoole,  so  soon  as  they  can  read  English 
well:  and  suffered  to  continue  at  it,  till  some 
honest  calling  invites  them  thence;  but  if  not, 
I  would  wish  them  rather  to  forbear  it,  then 
to  become  there  a  hinderance  to  others,  whose 
work  it  is  to  learn  that  profitable  Language. 
And  that  they  may  not  squander  away  their 
time  in  idleness,  it  were  good  it  they  were  put 
to  a  Writing  Schoole,  where  they  might  be, 
First,  helped  to  keep  their  EngHsh,  by  read- 
ing of  a  chapter  (at  least)  once  a  day;  and 
second,  taught  to  write  a  fair  hand,  and  third- 
ly, afterwards  exercised  in  Arithmatique,  and 
such  preparative  Arts,  as  may  make  them 
compleatly  fit  to  undergoe  any  ordinary  call- 
ing. And  being  thus  trained  up  in  the  way 
of  discipline,  they  will  afterwards  prove  more 
easily  plyable  to  their  Masters  commands. 

Now,  forasmuch  as  few  Grammar  Schooles 
of  note  will  admit  children  into  them,  till  they 
have  lenrn't  their  Accidents;  the  teaching  of 
that  book,  also  becometh  for  the  most  part  a 
work  for  a  Petty  Schoole,  where  many  that 
undertake  to  teach  it,  being;  altogether  igno- 

-'00  ^_> 

rant  of  the  Latine  Tongue,  do  sorrily  per- 
forme  that  taske,  and  spend  a  great  deal  of 
time  about  it  to  little  or  no  purpose.  I 
would  have  that  book,  therefore  by  such  let 
alone,  and  left  to  the  Grammar  Schoole,  as 


(57) 
most  fitting  to  be  taught  there  onely,  because 
it  is  intended  as  an  introduction  of  Grammar, 
to  guide  children  in  a  way  of  reading,  writing, 
and  speaking  Latine,  and  the  Teachers  of 
the  Grammar  Art  are  most  deeply  concerned 
to  make  use  of  it  for  that  end.  And  in  stead 
of  the  Accidents  which  they  no  neither  under- 
stand nor  profit  by,  they  may  be  benefitted 
in  reading  Orthodoxal  Catechismes  and  other 
books,  that  may  instrust  them  in  the  duties 
of  a  Christian,  such  as  are  The  Practise  of  School 
Piety,  The  Practise  of  Quietnesse,  The  Whole  literature 
duty  of  Man;  and  afterwards  in  other  de- 
lightful books  of  English  History;  as  The 
History  of  Queen  Elizabeth;  or  Poetry,  as 
Herberts  Poems,  Quarl's  Emblems-  and  by 
this  means  they  will  gain  such  a  habit  and 
delight  in  reading,  as  to  make  it  their  chief 
recreation,  when  liberty  is  afforded  them.* 
And  their  acquaintance  w^ith  good  books 
will,  (by  Gods  blessing)  be  a  means  so  to 
sweeten  their  (otherwise  sour)  natures,  that 
they  may  live  comfortably  towards  them- 
selves, and  amiably  converse  with  other  per- 
sons. 

Yet  if  the  Teacher  of  a  Petty-Schoole  have 
a  pretty  understanding  of  the  La  tine  Tongue, 

*Hoole's  faith  in  childien's  moralizing  tendencies 
seems  somewhat  excessive,  judging  by  the  books  he 
thinks  will  give  them  immediate  delight  and  task  for 
future  reading  He  is  still  writing  of  children  between 
the  ages  of  four  and  eight. 


(58) 
he  may  the  better  adventure  to  teach  the 
accidents,  and  proceed  in  so  doing  with  far 
more  ease  and  profit  to  himself  and  learner, 
if  he  observe  a  sure  method  of  grounding  his 
children  in  the  Rudiments  of  Grammar,  and 
preparing  them  to  speak  and  write  famihar 
Latine,  which  I  shall  hereafter  discover, 
having  first  set  down  somewhat  how  to  rem- 
edy that  defect  in  reading  English  with  which 
the  Grammar  Schooles  are  very  much 
troubled,  especially,  where  there  is  not  a  good 
Petty  Schoole  to  discharge  that  work  afore- 
hand.  And  before  I  proceed  further  I  will 
express  my  minde  in  the  two  next  chapters 
touching  the  erecting  of  a  Petty  Schoole  and 
how  it  may  probably  flourish  by  good  Order 
and   Discipline. 


CHAP.  VI. 

OF     THE     FOUNDING     OF     A     PETTY     SCHOOL. 

The  Petty  Schoole  is  the  place  where  in- 
deed the  first  Principles  of  all  Religion  and  The 
learning  ought  to  be  taught,  and  therefore  teacher 
rather  deserveth  that  more  encouragement 
should  be  given  to  the  Teachers  of  it,  then 
that  it  should  be  left  as  a  work  for  poor 
women,  or  others,  whose  necessities  compel 
them  to  undertake  it,  as  a  meer  shelter  from 
beggery.* 

Out  of  this  consideration  it  is  (perhaps) 
that  some  nobler  spirits,  whom  God  hath 
enriched  with  an  overplus  of  outward  means, 
have  in  some  places  wherewith  they  have 
been  by  birth  (or  otherwise)  related,  erected 
Petty-Schoole-Houses,  and  endowed  them 
with  yearly  salaries;  but  those  are  so  incon- 

*  Richard  Mulcaster,  first  headmaster  of  Merchant 
Taylors'  School,  and  later  of  St.  Paul's,  London — the 
schoolmaster  of  Edmund  Spenser — had  already  written 
in  a  similar  strain.  The  best  teachers,  and  therefore 
the  best  paid,  he  said,  should  be  assigned  to  the  lowest 
classes  As  is  well  known  in  America,  Dr.  W.  T.  Harris 
put  this  sound  precept  into  practice  when  superinten- 
dent of  schools  at  St.  Louis.  It  is  not  merely  a  ques- 
tion between  paying  teachers  for  what  they  know  or 
for  what  they  can  do,  for,  as  Huxley's  famous  lecture 
"On  a  piece  of  chalk"  bears  witness,  it  requires  equal 
if  not  greater  knowledge  to  give  a  thoroughly  satis- 
factory elementary  lesson. 

(59) 


(6o) 

siderate  towards  the  maintenance  of  a  Master 
Should  be  and  his  familie,  or  so  over-cloyed  with  a  num- 
well  paid  ber  of  Free  Scholars,  to  be  taught  for  nothing, 
that  few  men  of  parts  will  daigne  to  accept 
of  them,  or  continue  at  them  for  any  while; 
and  for  this  cause  I  have  observed  such  weak 
foundations  to  fall  to  nothing. 

Yet  if  any  one  be  desirous  to  contribute 
towards  such  an  eminent  work  of  charity. 
To  school  rny  advice  is,  that  he  erect  a  Schoole  and 
founders  dwelling  house  together,  about  the  middle 
of  a  Market-Town,  or  some  populous  country 
village,  and  accomodate  it  w^ith  a  safe  yard 
adjoyning  to  it,  if  not  with  an  Orchard  or 
garden,  and  that  he  endow  it  with  a  salery 
of  (at  least)  twenty  pounds  per  annum,  in 
consideration  whereof  all  such  poor  boyes  as 
can  conviently  frequent  it,  may  be  taught 
gratis,  but  the  more  able  sort  of  neighbours 
may  pay  for  childrens  teaching,  as  if  the 
Schoole  was  not  free:  for  they  will  find  it  no 
small  advantage  to  have  such  a  Schoole 
amongst   them. 

Such  a  yearly  stipend  and  convenient 
dwelling,  with  a  Hberty  to  take  young  children 
to  board,  and  to  make  what  advantage  he 
can  best  by  other  Scholars,  will  invite  a  man 
of  good  parts  to  undertake  the  charge,  and 
excite  him  to  the  diligent  and  constant  per- 
formance of  his  duty;  especially,  if  he  be 
chosen  into  the  place  by  three  or  four  honest 


(6i) 

and  discreet  Trustees,  that  may  have  power 
also  to  remove  him  thence,  if  by  his  incivil 
behaviour,  or  grose  neglect  he  render  himself 
uncapable  to  perform  so  necessary  a  service 
to  the  Church  and  Common-Wealth. 

As  for  the  Qualifications  of  one  that  is  to 
be  the  Teacher  of  a  Petty-Schoole,  I  would  Teacher's 
have   him   to   be   a   Person  of  pious,   sober,  qualifica- 
comely  and  discreet  behaviour,  and  tenderly  ^**^"^ 
affectionate  towards  children,  haveing  some 
knowledge  of  the  Latine  Tongue,  and  abil- 
itie  to  write  a  fair  hand,  and    good    skil  in 
Arithmetick,  and  then  let  him  move  within 
the  compasse  of  his  own  orb,*  so  as  to  teach 
all  his  Scholars  (as  they  become  capable)  to 
read    English   very  well,   and   afterwards   to 
write  and  cast  accounts. 

And  let  him-  not  meddle  at  all  with  teach- 
ing the  Accidents,  except  onely  to  some  more 
pregnant  wits,  which  are  intended  to  be  set 
forward  to  learn  Latine,  and  for  such  be  sure 
that  he  ground  them  well,  or  else  dismisse 
them  as  soon  as  they  can  read  distinctly, 
and  write  legibly,  to  the  Grammar  School, 

I  should  have  closed  my  discourse;  and 
shut  up  this  Petty-Schoole,  were  it  not  that 
I  received  a  model  for  the  maintaining 
of  students,  from  a  worthy  friends  hand 
(one  that  is  most  zealously  and  charitably 
addicted  to  advance  Learning,  and  to  help 

*I.  e.,  be  a  bona  fide  petty  school  teacher. 


Higher 
educational 
foundations 
depend 
upon  the 
efficiency 
of  the 
lower 


(62) 

it  in  its  very  beginnings  to  come  forwards  to 
its  full  Rise)  by  which  I  am  encouraged  to 
addresse  my  remaining  words  to  the  Godly- 
minded  Trustees  and  Subscribers  for  so  good 
a  work,  (especially  to  those  amongst  them 
that  know  me,  and  my  School-endeavours) 
and  this  I  humbly  request  of  them,  that  as 
they  have  happily  contrived  a  model  for  the 
education  of  Students,  and  brought  it  on  a 
suddain  to  a  great  degree  of  perfection,  so 
they  would  also  put  to  their  hands  for  the  im- 
provement of  School-learning,  without  which 
such  choise  abilities  as  they  aim  at  in  order 
to  the  Ministry  cannot  possibly  be  obtained. 
And  for  the  first  foundation  of  such  a  work, 
I  presume  to  offer  my  advise,  that  in  some 
convenient  places,  within  and  about  the 
City,  there  may  be  Pett}'-Schooles  erected, 
according  to  the  number  of  wards,  unto  which 
certain  poor  children  out  of  every  Parish  may 
be  sent,  and  taught  gratis,  and  all  others  that 
please  to  send  their  children  thither  may  have 
them  taught  at  a  reasonable  rate,  and  be  sure 
to  have  them  improved  to  the  utmost  of  what 
they  are  capable.  And  I  am  the  rather  in- 
duced to  propound  such  a  thing,  because 
that  late  eminent,  D'".  Bathurst  lately  de- 
ceased, Mr.  Gouge  and  some  others  yet  living 
did  out  of  their  own  good  affection  to  learn- 
ing, endeavour  at  their  own  charge  to  pro- 
mote the  like. 


CHAPTER  VII. 

OF     THE     DISCIPLINE     OF     A     PETTY-SCHOOLE 

The  sweet  and  orderly  behaviour  of  chil- 
dren addeth  more  credit  to  a  Schoole  then 
due  and  constant  Teaching,  because  this 
speaketh  to  every  one  that  the  childe  is  well 
taught,  though  (perhaps)  he  learn  but  little; 
and  good  manners  indeed  are  a  main  part  of 
good  education.  I  shall  here  therefore  take 
occasion  to  speak  somewhat  concerning  the 
Discipline  of  a  Petty-Schoole,  leaving  the 
further  Discourse  of  Childrens  Manners  to 
Books  that  treat  purposely  of  that  subject; 
as  Erasmus  de  moribus  Youths  Behaviour, 
&c. 

I   Let  every  Scholar  repair  to  Schoole  be-  Punctuality 
fore  eight  a  clock  in  a  morning,  or  in  case  of  and 
weaknesse   before   nine;   and    let   him    come  cleanliness 
fairly    washed,     neatly    combed     and     han- 
somly  clad,  and  by  commending  his  clean- 
nesse,  and  showing  it  to  his  fellows,  make 
him  to  take  pleasure  betimes  of  himself  to  go 
neat  and  comely  in  his  clothes. 

2.  Let  such   as  come  before  Schoole-time  Play- 
take  liberty  to  recreate  themselves  about  the  ground* 
Schoole, "^^  yet  so  as  not  to  be  suffered  to  do 

*  See  section  10.     "Permitted  to  play  within  their 
bounds". 

(63) 


Order 


Registra- 
tion and 
opening 
exercises 


Classifica- 
tion 


(64) 
anything,   whereby   to   harm   themselves,    or 
schoole-fellowes,  or  to  give  offence,  or  make 
disturbance  to  any  neighbour. 

3  When  Schoole-time  calleth,  let  them  all 
go  orderly  to  their  ow^n  places,  and  there 
apply  themselves  diligently  to  their  books, 
without  noyse,  or  running  about. 

4  When  the  Master  cometh  into  the  Schoole, 
let  them  all  stand  up,  and  make  obeysance 
(so  likewise  when  any  stranger  cometh  in) 
and  after  notice  taken  who  are  absent;  let 
one  that  is  most  able  read  a  chapter,  and  the 
rest  attend,  and  give  some  little  account  of 
what  they  heard  read:  Then  let  him  that 
read,  say  a  short  prayer  fitted  for  the  Schoole, 
and  afterwards  let  every  one  settle  to  his 
present  taske. 

5  The  whole  Schoole  may  not  unfitly  be 
divided  into  four  formes;  whereof  the  first 
and  lowest  should  be  of  those  that  learn  to 
know  their  letters,  whose  lessons  may  be  in 
the  Primar.  The  second  of  those  that  learn 
to  spell,  whose  lessons  may  be  in  the  Single- 
Psalter.  The  third  of  those  that  learn  to 
read,  v>^hose  lessons  may  be  in  the  Bible.  The 
fourth  of  those  that  are  exercised  in  reading, 
writeing,  and  casting  accounts,  whose  les- 
sons may  be  in  such  profitable  English  Books 
as  the  Parents  can  best  provide,  and  the 
Master  think  fittest  to  be  taught. 


(65) 

6  Let  their  lessons  be  the  same  to  each  boy  Class- 
in  every  form,  and  let  the  Master  proportion  teachir^ 
them  to  the  meanest  capacities,   thus  those 

that  are  abler  may  profit  themselves  by  help- 
ing their  w^eaker  feilow^es,  and  those  that  are 
weaker  be  encouraged  to  see  that  they  can 
keep  company  with  the  stronger.*  And  let 
the  two  highest  in  every  forme  give  notice  to 
the  Master  when  they  come  to  say,  of  those 
that  were  most  negligent  in  geting  the  lesson, 

7  When   they   come   to   say,   let   them   all  Class-order 
stand    orderly    in    one    or    2    rowes,    whilst 

one  sayeth  his  lesson,  be  sure  that  all  the  rest 
look  upon  their  books,  and  give  liberty  to 
him  thats  next  to  correct  him  that  is  saying 
if  he  mistake,  and  in  case  he  can  say  better, 
let  him  take  his  place,  and  keep  it  till  the 

*  This  is  a  very  notable  statement  of  class  method 
or  the  method  of  conducting  a  recitation.  Hoole  evi- 
dently knew  the  difference  between  class-teaching  and 
individual  teaching.  "The  good  teacher,"  says  Dr. 
W.  T.  Harris,  "knows  how  to  manipulate  his  class  as  a 
whole.  He  knows  how  to  bring  every  part  of  it  to  the 
support  of  every  other  part;  how  to  help  each  individual 
by  means  of  the  insights  of  his  felloM^s."  (Class  Reci- 
tations, reprinted  from  the  Report  of  the  Public  Schools, 
St.  Louis,).  Quintilian  makes  use  of  one  of  those 
striking  similes  in  respect  of  which  his  style  is  con- 
spicuous, when  urging  that  it  is  easier  and  more  natural 
for  children  to  learn  from  their  school  fellows  than  from 
their  master;  they  will  fix  upon  that  which  is  nearest 
to  them,  "as  vines  attached  to  trees  gain  the  top  by 
taking  hold  of  the  lower  branches  first." 


(66) 

same  boy  or  another  win  it  from  him.  The 
striveing  for  places  (especially)  amongst 
little  ones,  will  whet  them  all  on  to  more  dili- 
gence, then  any  encouragement  that  can  be 
given  them;  and  the  Master  should  be  very 
sparing  to  whip  any  one  for  his  book,  except 
he  be  sullenly  negligent,  and  then  also  I 
would  chuse  rather  to  shame  him  out  of  his 
untowardnesse  by  commending  some  of  his 
fellowes,*  and  asking  him  why  he  cannot  do 
as  well  as  they,  then  by  falling  upon  him  with 
rating  words,  or  injurious  blows.  A  great 
care  also  must  be  had  that  those  children 
that  are  slow  witted  and  of  a  tender  spirit,  be 

*  This  is  another  passage  where  the  reader  is  re- 
minded of  Quintilian,  to  whom,  indeed,  Hoole frequently 
refers  by  name.  Quintilian  says,  e.  g.,  "Let  his  in- 
struction be  an  amusement  to  him;  let  him  be  ques- 
tioned and  praised;  but  never  let  him  feel  pleased  that 
he  does  not  know  a  thing.  Sometimes,  if  he  is  unwill- 
ing to  learn,  let  another  be  taught  before  him  whom 
he  may  emulate."  Quintilian  has  the  same,  though 
perhaps  stronger  feeling  with  regard  to  slow- 
witted  children  (Cf.  also  Ascham).  Quintilian  has 
great  misgivings  with  regard  to  precocious  talent; 
it  rarely  comes  to  fruit.  In  this  connection  he  utters 
words  which  are  a  searching  criticism  of  the  effects  of 
some  of  the  school-exercises  of  the  present  day. 
Speaking  of  children  who  do  little  things  easily,  and 
show  at  once  their  powers  and  their  limitations,  he 
says,  "They  string  words  together,  uttering  them  with 
an  intrepid  countenance,  not  in  the  least  dismayed  by 
bashfulness.     They  do  little,  but  do  it  readily.     There 


(6?) 
not  any  way  discouraged,  though  they  cannot 
make  so  good  performance  of  their  task  as 
the  rest  of  their  fellowes. 

8  On   Mundayes,  Wednesdayes   and    Fri-  Time-table 
dayes  they  may  say  two  lessons  in  a  forenoon, 

and  two  in  an  afternoon;  and  onTuesdayes 
and  Thursdayes  in  the  forenoons  they  may 
also  say  two  lessons;  but  on  Tuesdayes  and 
Thursdayes  in  the  afternoons,  and  on  Satur- 
day morning  I  would  have  the  time  spent  in 
examineing,  and  directing  how  to  spell  and 
read  at  sight,  and  hearing  them  say  the 
Graces,  Prayers,  and  Psalms,  and  especially 
the  Lords  Prayer,  the  Creed,  and  the  Ten 
Commandments  (which  are  for  that  purpose 
set  down  in  the  New  Primar)  very  perfectly 
by  heart.  And  those  that  can  [say]  these  well 
may  proceed  to  get  other  Catechisms,  but  be 
sure  they  be  such  as  agree  with  the  Principles 
of  Christian   Religion. 

9  Their  lessons  being  all  said,  they  should  Dismissal 
be  dismissed  about  eleven  a  clock,  and  then 

care  must  be  taken  that  they  go  every  one 
orderly  out  of  the  Schoole,  and  passe  quietly 
home  without  any  stay  by  the  way.     And  to 

is  no  real  power  behind,  nor  anything  that  rests  on 
deeply-laid  foundations;  but  they  are  like  seeds  which 
have  been  jjpattered  on  the  surface  of  the  ground  and 
shoot  up  prematurely  or  like  grass  which  resembles 
corn  and  becomes  yellow  with  empty  ears  before  the 
time  of  harvest."     [De  te  fabulaf] 


Afternoon 
assembly 


Individual 
freedom 


Monitors 


(68) 

prevent  that  too  common  clamour,  and 
crouding  out  of  the  Schoole  door,  let  them 
rise  out  of  their  places  one  by  one  with  their 
hat,  and  book  in  their  hand,  and  make  their 
honours  to  their  Master  as  they  passe  before 
his  face,  one  following  another  at  a  distance 
out  of  the  Schoole.  It  were  fittest  and  safest 
that  the  least  went  out  the  foremost,  that  the 
bigger  boyes  following  may  give  notice  of  any 
misdemeanour  upon  the  way. 

10  Their  return  to  Schoole  in  the  after- 
noon should  be  by  one  of  the  clock,  and  those 
that  come  before  that  hour,  should  be  per- 
mitted to  play  within  their  bounds  till  the 
clock  strike  one,  and  then  let  them  all  take 
their  places  in  due  order,  and  say  their  lessons 
as  they  did  in  the  fore-noon.  After  lessons 
ended,  let  one  read  a  chapter,  and  say  a 
prayer,  and  so  let  them  again  go  orderly  and 
quietly  home,  about  five  a  clock  in  the  sum- 
mer and  four  in  the  winter  season. 

11  If  necessity  require  any  one  to  go  out 
in  the  Schoole  time,  let  him  not  interrupt  the 
Master  by  asking  him  leave,*  but  let  him 
leave  his  book  with  his  next  fellow  above  him, 
for  fear  he  should  else  spoile  it,  and  in  case 
he  tarry  too  long  forth,  let  notice  be  given  to 
the   Monitor. 

12  Those  children  in  the  upper  form  may 
be  m.onitors,  every  one  a  day  in  his  turn,  and 

*  Cf.  the  practice  in  many  American  schools 


(69) 
let  them  every  evening  after  all  lessons  said, 
give  a  bill  to  the  Master  of  their  names  that 
are  absent,  and  theirs  that  have  committed 
any  disorder;  and  let  him  be  very  moderate 
in  correcting,  and  be  sure  to  make  a  differ- 
ence betwixt  those  faults  that  are  vitiously 
enormous,  and  those  that  are  but  childish 
transgressions;  Where  admonitions  readily 
take  place,  it  is  needless  trouble  to  use  a  rod, 
and  as  for  a  ferula  I  wish  it  were  utterly  ban- 
ished out  of  all  Schooles. 

If  one  before  I  conclude,  should  ask  me, 
how  many  children  I  think  may  be  well 
and  profitably  taught  (according  to  the 
method  already  proposed)  in  a  Petty  Schoole; 
I  return  him  answer,  that  I  conceive  fourty  classes  of 
boyes  will  be  enough  thoroughly  to  employ  forty 
one  man,  to  hear  every  one  so  often  as  is 
required,  and  so  many  he  may  hear  and 
benefit  of  himself,  without  making  use  of 
any  of  his  Scholars  to  teach  the  rest,  which 
however  it  may  be  permitted,  and  is  prac- 
tised in  som.e  Schooles,  yet  it  occasioneth 
too  much  noyse  and  disorder,  and  is  no 
whit  so  acceptable  to  Parents,  or  pleasing 
to  the  children,  be  the  work  never  so  well 
done.  And  therefore  I  advise,  that  in  a 
place  where  a  great  concours  of  children 
may  be  had,  there  be  more  Masters  then 
one  employed  according  to  the  spatious- 
nesse  of  the  room,  and  the  number  of  boyes 


Graded 
schools 


Under  a 

supervising 

principal* 


(70) 

to  be  taught;  so  that  every  fourty  Scholars 
may  have  one  to  teach  them  and  in  case 
there  be  boyes  enough  to  be  taught,  I  would 
appoint  one  single  Master,  to  attend  one 
single  forme,  and  have  as  many  Masters 
as  there  are  forms,  and  then  the  w^ork  of 
teaching  little  ones  to  the  height  of  their 
best  improvement  may  be  throw^ly  done, 
especially  if  there  were  a  writeing-master 
employed  at  certain  hours  in  the  Schoole, 
and  an  experienced  Teacher  encouraged  as 
a  supervisor,  or  inspector,  to  see  that  the 
whole  Schoole  be  well  and  orderly  taught, 
and  disciplined. 

What  I  have  here  writ  concerning  the 
Teaching  and  ordering  of  a  Petty  Schoole, 
was  in  many  particulars  experienced  by  my 
self  with  a  few  little  boyes,  that  I  taught 
amongst  my  Grammar-Scholars  in  London, 
and  I  know  those  of  eminent  worth,  and 
great  learning  that  upon  tryal  made  upon 
their  own  children  at  home,  and  others  at 
Schoole  are  ready  to  attest  the  ease  and 
benefit  of  this  method.  Insomuch  as  I  was 
resolved  to  have  adjoyned  a  Petty  Schoole 
to  my  Grammar  Schoole  at  the  Token- 
house  in  Lothbury  London,  and  there  to 
have  proceeded  in  this  familiar  and  pleasing 
way  of  Teaching,   had   I    not   been   unhan- 

*Note  that  Hoole's  supervising  principal  has  charge 
only  of  one  school. 


(71) 

somly  dealt  with  by  those  whom  it  concerned, 

for  their  own  profit  sake  to  have  given  me 

lesse  discouragement.     Neverthelesse,  I  think 

it  my  duty  to  promote  Learning  what  I  can, 

and  to  lay  a  sure  foundation  for  such  a  goodly 

structure   as   learning  is;   and    though    (per-  ^°^^^  ^^!"^ 
I         \    T  L        I  1  rr  1         T   of  education 

naps)  1  may  never  be  able  to  effect  what  I 

desire  for  its  advancement,  yet  it  will  be 
my  comfort,  to  have  imparted  somewhat  to 
others  that  may  help  thereunto.  I  have 
here  begun  at  the  very  groundwork,  intend- 
ing (by  God's  blessing)  forthwith  to  pub- 
lish The  New  Discovery  of  the  Old  Art  of 
Teaching,  which  doth  properly  belong  to  a 
Grammar   Schoole. 

In  the  mean  time  I  intreat  those  into 
whose  hands  this  little  work  may  come,  to 
look  upon  it  with  a  single  eye,  and  whether 
they  Hke  or  disHke  it,  to  think  that  it  is  not 
unnecessary  for  men  of  greatest  parts  to 
bestow  a  sheet  or  two  at  leasure  time  upon 
so  mean  a  subject  as  this  seem's  to  bee. 
And  that  God  which  causeth  immense 
rivers     to     flow     from     small     spring-heads,  « 

voughsafe  to  blesse  these  weak  beginnings 
in  tender  age,  that  good  learning  may  pro- 
ceed hence  to  its  full  perfection  in  riper 
years. 

FINIS 


Lily's  Grammar.  The  1692  edition  published  at 
Oxford,  "at  the  [Sheldonian]  Theater,"  has  a  quaint 
engraving  by  way  of  frontispiece,  representing  school- 
boys in  Pilgrim  Father  costume  (broad-brimmed  hat, 
frock-coats,  knee-breeches),  engaged  in  plucking  apples 
from  a  tree.  The  legend  beneath  consists  of  two 
couplets: 

Ecce  Puer  fructus,  ad  quos  ludi  ipse  Magister, 
Et  Pater  invitant,  et  bene  notus  Amior. 

Ssepe  ulta  est  raptos  crudelis  Betixla  males, 
Nunc  ut  devites  verbera  carpe  Puer. 

which  the  editor  has  freely  rendered  elsewhere. 

Proof,  at  least,  that  the  place  of  interest  or  stimulus 
in  education  was  not  overlooked  in  the  centurj'  of 
Hoole  and  Dury. 


(72) 


THE 


USHER^S  DUTY 


A   PLAT-FORME   OF   TEACHING 
LILIES  GRAMMAR 

By  C.  H. 


LONDON 

Prnted  by  J.  T.,  for  Andrew  'Crook  at  the  Green  Dragon 

in  Paul's  Church    Yard,  1660. 

(73) 


THE  USHERS  DUTY 


CHAP.  I. 

HOW  TO  HELP  CHILDREN  THAT  ARE  IMPER- 
FECT IN  READING  ENGLISH,  WHEN  THEY 
ARE  BROUGHT  TO  THE  GRAMMAR-SCHOOLE; 
AND  HOW  TO  PREPARE  THEM  FOR  MORE 
EASIE    ENTRANCE    UPON    LATINE. 

The  want  of  good  Teachers  of  EngHsh  in 
most    places    where    Grammar-Schooles    are  Children 
erected,    causeth    that    many    Children  are  ""'^^  ^'^^f 
brought  thither  to  learn  the  Latine  Tongue,  ^^^  "^^!^f" 
before  they  can  read  well.     And  this  chiefly,  prepared 
to  prevent  their  losse  of  time  with  those  that 
can  teach  them  no  further. 

Now  such  Scholars  for  the  most  part  be- 
come the  greatest  disgrace  to  the  Master  of 
all  the  rest,  partly  because  indiscreet  and 
illiterate  parents  (I  will  not  say  servants) 
that  can  scarcely  read  English  themselves, 
become  too  severe  judges  of  his  work,  and 
partly  because  he  seem's  to  some  to  under- 
value himself  by  admiting  Petties  into  his 
Schoole.  But  for  the  toyl  and  trouble  that 
he  hath  in  teaching  such,  I  rather  seek  how 
to  remedie  it,  then  go  about  in  words  to  ex- 
presse  it. 

(75) 


How  to  deal 
with  them 

English 
work 


Pattern- 
reading 


Class 
preparation 


(76) 

To  help  therefore  that  defect  of  reading 
EngHsh  aright,  you  may  take  this,  as  the 
most  useful  course. 

1  Let  them  read  a  Chapter  every  morn- 
ing, and  every  noon  in  the  New  Testament, 
and  at  ten  and  four  a  clock,  a  piece  of  the 
Accidents,  vv^hich  will  require  (at  least)  a 
quarter  of  a  year  to  be  read  over,  in  case  the 
children  be  very  imperfect,  but  in  case  they 
be  any  whit  ready,  it  may  be  gone  over  in 
six  weeks  time. 

2  To  exercise  their  slender  memories  at 
their  first  coming  to  Schoole,  and  to  find 
them  some  little  task  over-night  (to  which 
they  should  be  inured  at  the  first,  that  they 
may  not  take  it  more  hardly  afterwards)  let 
them  commit  to  memory  some  few  staves  of 
such  Psalms  in  Meeter,  as  you  in  your  dis- 
cretion shall  think  best  to  sute  with  their 
shallow  apprehensions;  Psalm  i,  4,  12,  15, 
19,  25,  34,  67,  100,  103,  104,  119,  are  ex- 
celent  for  this  purpose. 

That  they  may  be  more  perfect  in  their 
lessons  before  they  come  to  say: 

1  It  were  good,  if  you  did  now  and  then 
read  a  piece  for  their  imitation,  observing 
the  just  and  full  pronounciation  of  each 
syllable,  and  making  pauses  as  they  come. 

2  But  especially  as  they  sit  in  their  form, 
see  that  every  one  after  another  read  the 
Lesson    twice   or    thrice    over    (the    highest, 


(77) 
because  the  most  able  beginning  to  read 
first)  and  cause  that  every  one  attend  dili- 
gently to  what  is  read,  looking  constantly 
upon  his  book,  and  let  them  have  liberty 
(who  can  soonest)  to  correct  him  that  readeth 
any  word  a  misse,  and  to  note  it  as  his  mis- 
take. But  in  this  a  care  must  be  had  that 
they  make  no  noise  nor  disturbance  to  the 
rest  of  the  Schoole. 

3  When  they  come  to  say,  let  every  one 
in  that  order  you  shall  appoint  (beginning  The 
either  w^ith  the  highest  or  lowest,  or  other-  recitation 
wise)  read  the  whole  Lesson,  or  a  piece  of  it, 
as  the  time  will  best  permit  you  to  hear  them, 
and  when  the  lesson,  is  gone  often  enough 
over,  you  may  propound  a  familiar  and 
short  question  or  two  out  of  it,  thereby  to 
make  somewhat  of  its  meaning  stick  in  their 
memories,  and  dismisse  them  to  their  places 
to  ask  one  another  the  like. 

But  because  the  Accidents  as  it  is  now 
Printed  (especially  that  part  of  it  which  con- 
cerneth  the  congugateing  of  verbs)  is  too 
full  of  difficult  Abbreviations  for  the  most 
Children  to  read,  or  some  Masters  (that 
undertake  it)  to  teach;  I  have  found  a  great 
advantage  and  ease  by  making  use  of  the 
examination  of  the  Accidents,  before  I  put 
them  to  read  the  Accidents  it  self,  especially 
with   some   more   dull-witted    boves,    that   I 


The  Latin 
Accidence 

First  Form 
work 


(78) 

could  not  otherwise  fasten  upon;  and  the 
way  I  used,  it  was  this:  I  caused, 

I  That  children  should  read  over  onely 
the  first  part  of  it,  which  concerneth  the 
Introduction  of  the  eight  parts  of  Speech, 
by  taking  so  much  at  a  time,  as  they  could 
well  be  able  to  read,  and  belonged  to  one  or 
more  particular  heads  of  Grammar.  Thus 
in  the  first  going  it  over,  I  made  them  ac- 
quainted with  the  usual  terms  of  Grammar- 
Art,  so  as  to  be  able  (at  least)  to  turn  to  a 
Noun,  Pronoune,  Verb,  &c.  and  to  what 
belong  to  them,  as,  to  the  Numbers,  Cases, 
Persons,  Moods,  &c.  and  to  tell  how  many 
there  are  of  each. 

And  in  the  second  reading  it  over,  I 
taught  them  to  take  notice  what  every  part 
of  speech  is,  and  how  it  differs  from  others, 
and  what  things  belong  to  every  one  of  them. 
And  this  I  did  by  English  examples,  which 
best  help  to  instruct  their  understandings 
in  the  meaning  of  what  they  read,  and  con- 
firm their  memories  to  keep  it.  Ex.  gr. 
having  shewed  them  in  their  Book,  that  a 
Noun  is  the  name  of  a  thing,  and  that  it  is 
substantive,  or  Adjective,  and  hath  Num- 
ber, Case,  Gender,  Declensions,  and  Degrees 
of  Comparison;  I  instance  several  words, 
as  a  horse,  of  men,  sweet  honey,  with  sweeter 
words,  and  let  the  children  who  can  readiliest 
tell  me  what  belong  to  them.     This  is   (as 


(79) 
Mr.   Woodward   very   well   expresseth   it   in 
his  Light  to  Grammar,  chap.  2  "To  Teach 
a  Child  to  carry  a  Torch  or  Lanthorn  in  his  Under- 
hand,  that  thereby  the   understanding  may  standing 
do  its  office,  and  put  to  memory  to  do  hers;  meinory 
to  slip  into  a  Childes  understanding  before 
he  be  aware,  so  as  he  shall  have  done  his 
task,  before  he   shall   suspect  that  any  was 
posed;  he  shall  do  his  work  playing,  and  play 
working;  he  shall  seem  idle  and  think  he  is 
in   sport,  when   he   is  indeed   seriously  and 
well  employed.     This  is  done  (saith  he)  by 
Praecognition,  for  it  convey's  a  light  into  the 
understanding  which  the  childe  hath  lighted 
at  his  own  candle. 

Now  forasmuch  as  the  way  of  working 
thereby  is,  when  the  inward  senses  of  the 
Childe  are  instructed  by  the  outward,  the 
surer  and  firmer  the  instruction  is  within; 
I  cannot  but  here  give  notice  of  Mr.  Come- 
nius's  Orbis  Pictus,*  as  a  more  rare  devise  The  Orbis 
for  Teaching  of  a  Child  at  once  to  know  Pectus 
things,  and  words  by  pictures,  which  may 
also  serve  for  the  more  perfect  and  pleasant 
reading  of  the  English  and  Latine  Tongues, 
and  entering  a  childe  upon  his  Accidents; 
if  the  dearnesse  of  the  book   (by  reason  of 

*Hoole's  translation  of  the  Orbis  Pictus,  with  his 
memorable  preface  to  the  translation,  has  been  re- 
printed by  Mr.  C.  W.  Bardeen. 


(8o) 

the  brasse  cuts  in  it)  did  not  make  it  too 
hard  to  come  by. 

But  when  the  book  may  be  readily  had 
(as  who  would  not  bestow  four  or  five 
shillings  more  then  ordinary  to  profit  and 
please  a  Son  ?)  I  would  advise  that  a  child 
should  bring  it  with  him  at  his  first  coming 
to  a  Grammar  Schoole,  and  he  be  employed 
in  it  together  with  his  Accidents,  till  he  can 
write  a  good  legible  hand,  and  then  a  Master 
may  adventure  to  ground  him  well  in  Or- 
thography, and  Etymologie,  by  using  that 
Book  according  to  the  directions  already 
given  in  the  Preface  before  it,  and  causing 
him  every  day  to  write  a  Chapter  of  it  in 
English  and  Latine. 

He  that  would  be  further  instructed  how 
by  teaching  English  more  Grammatically,* 
to  prepare  his  Scholars  for  Latine,  let  him 
consult  Mr.  Pool's  English  Accidents,  and 
Mr.  Wharton's  English  Grammar;  as  the 
best  books  that  I  know  at  present,  for  that 
purpose. 

*A  noteworthy  remark  to  come  from  a  seventeenth 
century  educationist,  fully  expressing  the  view  of 
Comenius,  however.  Webster,  a  -rtI  ting-school 
master  towards  the  end  of  the  sam.e  centurj-^  -^Tites 
of  the  universal  principles  of  grammar  which  make 
any  one  language  a  help  to  all  others.  (See  Educa- 
tional Theories  in  England,  p.  70). 


CHAP.  II. 

HOW  TO  TEACH  CHILDREN  IN  THE  FIRST 
FORME,  THE  GROUNDS  OR  RUDIMENTS  OF 
GRAMMAR  CONTAINED  IN  THE  ACCIDENTS, 
AND  TO  PREPARE  THEM  FOR  THE  LATINE 
TONGUE   WITH   EASE   AND   DELIGHT. 

Being  here  to  deliver  my  mind  concerning 
entering  little  ones,  by  way  of  Grammar,  to     °°,^^^  ^ 
the  Latine  Tongue,  (a  matter  which  I  may  dealing  with 
truly  say  hath  ever  since  I  began  to  teach)  rudiments 
cost  me  more   study  and  observation,  then 
any   one   point   of  my   profession,   and    the 
more  because  I  see  few  able  Schoole  Masters 
vouchsafe  so  far  to  unman  themselves  as  to 
minde  it,  I  desire  three  things  may  be  con- 
sidered by  all  that  goe  about  to  enter  children 
to  Grammar-Learning  viz.  that, 

I  There  is  a  great  difference  betwixt  a 
man  that  teacheth,  and  a  Childe  that  is  to  be 
taught.  For  though  I  do  not  altogether 
hold  with  him  that  sayeth  a  man  in  his 
Childe-hood  is  no  better  then  a  bruit-beast, 
and  useth  no  power  but  anger  and  concupis- 
cence; nor  take  upon  me  here  to  dispute 
whether  a  Childe  learneth  more  by  rote  then 
by  reason,  yet  this  I  dare  aver,  that  the  more 

(81) 


(82) 

condescention  is  made  to  a  Childes  capacity, 
by  proceeding  orderly  and  plainly  from  what 
he  knoweth  already,  to  what  doth  naturally 
and  necessarily  follow  thereupon,  the  more 
easily  he  will  learn, 

A  man  therefore  that  hath  the  strength 
and  full  use  of  reason,  must  conduct  his 
young  learner,  to  follow  him  in  a  rational 
way,  though  he  must  not  expect  him  to  goe 
aequis  passibus,  as  fast  as  himself.  And 
forasmuch  as  a  childe  is  tender,  a  man  must 
abate  of  his  roughnesse;  seeing  a  childe  is 
slow  of  apprehension,  he  must  not  be  too 
quick  in  his  delivery;  and  seeing  a  childe  is 
naturally  awkward  to  his  work,  he  must  not 
be  too  passionate,  if  he  do  amisse.  TuUies 
observation  is  that  Quo  quis  doctior  est,  so 
iracundius  docet:  and  Mr.  Mulchaster  gives 
notice  that  there  is  a  number  of  discoursers 
that  can  say  pretty  well  to  a  general  Position, 
but  shew  themselves  altogether  lame  in  the 
particular  applying  it  which  is  a  thing  that 
attendeth  onely  upon  experience  and  years. 
He  would  therefore  (and  that  rightly)  have 
a  trainer  of  youth  reclaimed  unto  discretion, 
whose  commendation  Aristotle  places  in  the 
skil  of  specialties.  And  I  would  advise  him 
that  hath  to  deal  with  a  childe,  to  imitate 
the  nurse  in  helping  him  how  to  go  forward, 
or  the  Gardiner  in  furthering  the  growth  of 
his  young  plant.     Est  et  hac  summi  ingenii 


(83) 

maxima    infirmitas    non    posse    descendere, 

saith  a  Teacher  of  eloquence;  Tall  wits  like  Teachers 

long  backs,  cannot  abide  to  stoop,  but  who-  "^"^^  ^^^^ 

soever   is   a   Schoole-Master,   and   would   do  ^^ }^? 
,  .     ,  ,  ,  .  .       child  s 

his  duty  as  he  ought,  must  account  it  a  point  capacity 

of  wisdom  to  condescend  to  a  childes  cap- 
acitie,  be  it  ever  so  mean.  How  have  I 
delighted  to  see  an  artist  (I  mean  a  watch- 
maker or  the  like)  spend  an  hour  or  two 
sometimes  in  finding  a  defect  in  a  piece  of 
work,  which  he  hath  afterwards  remedied 
in  the  turning  of  a  hand;  where,  as  a  more 
hasty  workman  hath  been  ready  to  throw 
the  thing  aside,  and  to  neglect  it  as  good  for 
no  use.  Let  the  Master  ever  mind  where  a 
childe  sticks,  and  remove  the  impediments 
out  of  his  way,  and  his  scholar  will  take 
pleasure,  that  he  can  go  on  in  learning. 

2  There  is  a  great  disproportion  betwixt 
a  Childes  capacitie,  and  the  Accidents  it  self.  The  child 
Children    are    led    most    by    sense,    and    the  and  his 
Grammar  rules,  consisting  in  general  Doc-  Accidence 
trines   are  too  subtile    for    them;    Childrens 
wits    are   weak,    active    and    lively,    whereas 
Grammar  notions  are  abstractive,  dull  and 
livelesse;  boyes  find  no  sap,  nor  sweetnesse 
in  them,  because  they  know  not  what  they 
mean;   and    tell    them    the    meaning   of  the 
same  rule  never  so  often  over,  their  mem- 
ories  are    so   waterish,    that   the   impression 
(if  any  were  made  in  the  brain)  is  quickly 


(84) 
gone  out  again.*  Roat  runeth  on  apace 
and  mindeth  nothing  so  much  as  play;  and 
it  is  very  hard  to  teach  a  childe  in  doing  of 
a  thing,  to  heed,  much  lesse  to  judge  what  he 
doth,  till  he  feel  some  use  of  reason,  in  the 
mean  time,  he  will  profit  more  by  continued 
practice  and  being  kept  still  (as  he  loves  to 
be)  doing,  then  by  knowing  why,  and  being 
called  upon  to  consider  the  causes  wherefore 
he  doth  this  or  that. 

Besides,  it  will  clearly  appear  to  any  that 
shall  but  minde  the  confused  order  (especially 
of  the  verbs)  and  the  perplexity  of  some 
Rules  and  Examples,  that,  that  book  was 
made  to  informe  those  of  riper  years,  who 
knew  something  of  Latine  before,  with  the 
reasons  of  what  they  knew,  then  to  direct 
little  ones  (as  v/e  do  now)  to  use  it  as  a  rule 
about  that,  whereof  they  are  ignorant  alto- 
gether. 

*An  interesting  elaboration  of  the  point  made  by 
Ascham,  Comenius,  and  others  that  experience  of  a 
language  should  precede  the  rules  of  the  language, 
and  more  generally  that  concrete  should  precede 
abstract.  Comenius  states  this  in  his  elaboration  of 
the  precept  Follow  Nature.  Nature,  he  says,  not 
only  chooses  the  right  season,  (as  to  which  in  educa- 
tion the  child's  power  of  understanding  is  to  be  our 
guide),  but  the  right  material.  This  section  refers 
to  what  Comenius  considers  the  right  choosing  of 
the  material. 


(85) 

3  It  is  one  thing  to  learn  the  Latine 
Tongue,  or  any  other  Language,  and  an-  Grammar 
other  to  learn  the  Grammer,  as  a  guide  to  it,  ^^^ 
or  a  means  to  attain  the  reason  of  it;  we  see  l^^^suage 
how  readily  children  learn  to  speak  true  and 
proper  English  (and  they  may  also  do  the 
same  in  Latine  by  daily  use  and  imitation 
of  others,  long  before  they  are  able  to  appre- 
hend a  definition  of  what  Grammar  is,  or 
any  thing  else  concerning  it).*  And  the 
reason  thereof  is,  because  the  first  is  a  work 
of  the  imagination  and  memory,  which  are 
apt  to  take  and  keep  impressions,  having 
the  senses  to  help  them,  but  the  other  belongs 
to  the  understanding,  which  for  want  of 
strength  of  reason  to  assist  it,  is  hard  to  be 
wrought  upon  in  a  childe,  and  till  the  mem- 
ory and  understanding  go  hand  in  hand,  a 
child  learns  nothing  to  any  purpose. 

Hence  it  cometh  to  nasse,  that  Grammar 
learning  (as  it  is  generally  now  used)  be- 
cometh  a  work  of  more  difficulty  and  dis- 
couragement both  to  Master  and  Scholar, 
then  any  studie  or  employment  they  under- 
take, and  that  many  have  striven  to  contrive 
more  facill  Grammars  for  their  Scholars, 
whereas  indeed  the  right  and  constant  use 
of  any  one  that  is  compleat,  so  as  to  handle 
the  subctjectum  totall  of  the  Art,  doth  easily 

*Cf.  the  "natural  method"  in  the  teaching  of 
modern  languages. 


Self-activity 


(86) 

reduce  all  others  to  its-selfe,  especially  after 
the  Language  is  somewhat  gained. 

These  things,  thus  premised,  I  conceive 
it  very  necessary  for  all  such  as  undertake 
to  teach  Grammar  to  little  children,  to  cherish 
and  exercise  those  endowments  which  they 
see  do  shew  themselves  most  vigorous  and 
prompt  in  them,  be  they  memorie,  phansie, 
&c.  and  to  proceed  orderly  and  by  degrees 
(for  nature  itself  doth)*  that  they  may  be 
able  to  hold  pace  with  their  Teachers,  and 
iiT^learnii^^  ^°  perceive  how  themselves  mount  higher 
and  higher,  and  in  every  asscent  to  know 
where  they  are,  and  how  to  adventure  boldly 
to  go  forward  of  themselves.  And  foras- 
much as  the  Accidents  is  generally  made  use 
of  as  an  introduction  to  Latine  Grammar, 
(which  of  it  selfe  is  but  a  bare  rule,  and  a 
very  naked  thing,  as  Mr.  Mulchaster  hath 
well  observed)  and  it  is  one  thing  to  speak 
like  a  Grammarian,  and  another  thing  to 
speake  like  a  Latinist,  (As  Quintilian  hath 
noted)  it  is  fit  that  both  the  Accidents  and 
the  Latine  Tongue  together  should  be  brought 
within  Childrens  reach  and  made  more  fa- 
miliar unto  them  then  formerly.  And  how 
this  may  be  done  even  with  those  of  seven 

♦This  is  one  of  the  principles  laid  down  by  Come- 
nius,  that  nature  does  not  proceed  per  saltum,  but 
step  by  step.  It  is  an  anticipation  of  Herbart's  law 
of  successive  clearness. 


(87) 
years  of  age,  or  under,*  I  shall  now  go  on  to 
discover  according  to  what  I  have  tryed,  and 
doe  every  day  still  put  in  practise.  But  this 
I  require  aforehand  (which  Mr.  Mulchaster 
also  wisht  for)  that  a  childe  may  have  his 
reading  perfectly  and  ready  in  both  the  Eng- 
lish and  Latine  tongue,  and  that  he  can 
write  a  fair  hand  before  ever  he  dream  of  his 
Grammar.  For  these  will  make  him  he 
shall  never  complain  of  after  difficulties, 
but  cheerefuUy  make  a  wonderful  riddance 
in  the  rest  of  his  learning. 

The  commonly  received  way  to  teach 
children  the  first  Rudiments  of  Latine- 
Speech  is,  to  put  them  to  read  the  Accidents 
once  or  twice  over,  and  then  to  let  them  get 
it  without  book  by  several  parts,  not  respect- 
ing at  all  whether  they  understand  it,  or  not. 
Thus  they  spend  two  or  three  years  (for  the 
most  part)  in  a  wearisome  toile  to  no  pur- 
pose, not  knowing  all  the  while  what  use 
they  are  to  make  of  their  book,  nor  what  the 
learning  of  such  a  multitude  of  Rules  may 
tend  to,  and  in  the  interim  of  getting  the 
Accidents  by  heart  (if  great  care  be  not 
taken)  they  loose  that  ability  of  Reading 
English,  which  they  brought  from  the  Petty- 
Schoole;  and  this  makes  the  Parents  cry  out 
against   Learning   Latine,    and    complain   of 

*  The  American  educationist  will  reply  "Nous 
avons  change  tout  cela." 


(88) 

their  children  not  profiting  at  the  Grammar- 
Schooles,  whence  they  are  therefore  some- 
times taken  and  sent  back  again  to  a  Mis- 
tresse  or  Dame  to  learn  English  better.  The 
conscientious  Master  all  the  while  striveing 
to  the  uttermost  of  his  strength  and  skil  to 
preserve  his  credit,  and  not  knowing  well 
how  to  remedie  this  mischief  otherwise,  then 
by  hastning  on  the  Children  in  this  common 
road,  doth  over-toyl  (if  not  destroy)  himself, 
and  discourage  (if  not  drive  away)  his  Schol- 
ars, by  his  too  much  diligence. 

Having  therefore  made  sure  that  the  little 
Scholars  can  read  very  well,  and  write  plainly 
before-hand,  put  so  many  ol  them  as  are  well 
able  to  hold  pace  together  into  one  form,  and 
begin  to  teach  them  their  Accidents  in  an 
understanding  manner,  thus. 

From  1  Give  them  a  glj-mps  or  insight  into  the  intro- 

indefinite  duction  or  first  part  of  it,  by  dividing  it  into  twelve 
to  definite  parts,  and  making  them  to  take  notice  of  the  chief 
heads  in  every  one;  whereof. 

The  first  m^ay  be,  concerning  the  eight  parts  of 
speech,  of  a  Noune  and  its  kindes,  of  Numbers,  Cases, 
and    Genders. 

The  second  of  the  Declensions  of  Nounes,  Sub- 
stantives. 

The  third,  of  the  declining  of  Adjectives,  and  their 
comparison. 

The  fourth,  of  a  Pronoune.  ^ 

The  fifth  of  a  Verb  and  its  Kinds,  Moodes,  Gerunds, 
Supines,  Tenses,  Persons  and  Congugations. 

The  sixth,  of  the  Congugateing  of  Verbes  in  0. 


(89) 

The  seventh,  of  the  Verb  Sum. 

The  eight,  of  the  Verbes  in  Or. 

The  ninth,  of  Verbs  irregular,  as  Possum,  &c. 

The  tenth,  of  a  Participle. 

The  eleventh,  of  an  Adverb. 

The  twelfth,-of  a  Conjunction,  a  Prseposition,  and 
an    Interjection. 

By  this  means  they  shall  know  the  general  terms 
of  Grammar,  and  where  to  turn  to  any  Part  of  Speech, 
and  to  what  belongs  to  it  in  the  Book.  As  they 
get  their  Parts,  make  them  one  to  hear  another  read 
it  over  in  their  seat  as  they  sit  orderly;  as  they  say, 
let  every  one  read  a  greater  or  lesser  share,  as  you 
please  to  appoint,  and  make  the  rest  attend  to  him 
that  readeth;  after  they  have  said,  one  may  take  the 
examination  of  the  Accidents,  and  out  of  it  ask  the 
questions  belonging  to  the  present  part,  to  which 
the  others  may  make  answer  out  of  the  words  of  the 
Accidents,  which  if  they  cannot  readily  do,  he  may 
tell  them  out  of  his  Book;  and  if  your  selfe  sometime 
examine  them  in  the  most  familiar  and  general  ques- 
tions, it  will  help  them  to  understand,  and  sharpen 
their  mem.ories  very  much  for  the  getting  of  that  by 
heart,  whereof  they  already  know  somewhat. 

2  When  they  get  the  Introduction  memoriter,  let 
them  take  up  a  very  little  at  once,  that  they  may 
get  it  more  perfectly  in  a  little  time,  and  this  will  be 
a  means  still  to  hearten  them  on  to  a  new  lesson,  but 
be  sure  that  every  lesson  end  at  a  full  Period;  and 
that  none  may  seem  to  be  overcharged  or  hindered, 
let  alwayes  the  weakest  childe  appoint  the  task,  and 
cause  the  stronger  to  help  him  to  perform  it  as  he 
ought. 

Forasmuch  as  your  Scholars  memories  are  yet 
very  weak  and  slipperie,  it  is  not  amisse  to  help  them 
by  more  frequent  Repetitions,  especially  at  the  end 
of  every  part  of  speech,  which  they  should  examine 


(9°) 

SO  often  over,  till  they  can  answer  to  any  thing,  that 
is  in  their  book  concerning  it.  Then  let  them  pro- 
ceed to  the  next  in  like  manner,  not  forgetting  to 
recall  the  more  general  and  necessary  points  tomem- 
ory  from  the  beginning,  and  this  will  be  a  meanes  to 
make  them  keep  all  fresh  in  minde,  and  to  be  able 
to  tell  you  what  Part  of  Speech  any  word  is  which 
you  shall  name,  either  in  English  or  Latine,  and  what 
belongs  to  it,  which  is  one  main  for  which  the  intro- 
duction was  made;  you  may  now  and  then  exercise 
them  in  distinguishing  the  eight  Parts  of  Speech,  by 
giving  them  a  Period,  and  after  they  have  writ  it  out, 
make  them  to  mark  every  word  what  part  of  Speech 
it  is  by  these  figures  1.  2.  3.  4.  5.  6.  7.  8. 

3  But  as  they  get  the  introduction  by  heart,  and 
learn  to  answer  to  the  questions  raised  out  of  it,  an 
especial  care  and  paines  must  be  taken  ever  and  anon, 
to  make  them  very  perfect  in  declining  Nounes,  and 
formeing  Verbs.  Let  them  therefore  as  it  were  by 
tasks,  get  the  examples  of  the  Nounes,  and  Verbs 
very  perfectly,  which  are  set  down  in  the  Accidents. 

Then  first  let  them  dechne  the  Articles  severally 
Declension  or  joyntly,  for  by  these  they  may  know  the  Gender, 
Case,  and  Number  of  a  Noun,  though  many  learned 
Grammarians  of  late  do  leave  them  off  as  uselesse. 
Harum  Musarum  was  formerly  as  much  as  to  say 
that  Musarum  is  of  the  Feminine  Gender,  Genitive 
Case,  and  Plural  Number;  and  whereas  the  Rule  be- 
ginneth  with  the  Genitive  Case,  do  you  supply  the 
Nominative   thus, 

2  Cause  them  with  every  example  to  joj^n  the  Rule 
of  the  Declension,  and  thereby  to  know  the  due  Ter- 
mination of  every  case  in  both  Numbers,  saying  the 
English  sometimes  before,  and  sometimes  after  the 
Latine,  the  Nom.  Case  singular  of  the  first  declension 
endeth  in  a,   as  Nominative  Hac  Musa  a  song;  the 


(91) 

Genitive  in  se,  as  Hujus  Musae  of  a  song;  the  Dative 
in  ae,  as  Huic  Musae,  to  a  song,  &c. 

3  Let  them  give  you  the  bare  Terminations  of 
every  declension  in  each  case  in  both  Numbers,  as  to 
say,  The  Terminations  of  the  first  declension  through- 
out all  cases  in  both  Numbers  are,  Singulariter,  Nom. 
a.  Gen.  te,  Dat.  se,  Accu.  am,  &c. 

The  Terminations  of  the  Nominative  case  singular 
of  the  five  Declensions  are,  of  the  first,  a,  of  the  second 
r,  us,  um,  of  the  third  a,  c,  e,  i,  1,  n,  o,  r,  s,  t,  x,  of  the 
fourth  us,  of  the  fifth  es. 

The  Terminations  of  the  Genitive  case  singular  of 
the  five  Declensions  are  of  the  first  se,  the  second  i, 
the  third  is,  the  fourth  us,  the  fifth  ei,  &c.  And  let 
them  take  especial  notice  of  the  endings  of  the  Geni- 
tive case  singular,  because  thereby  they  may  know 
of  what  declension  a  Noun  is,  when  they  find  it  in  a 
Vocabulary,    or   DictionarJ^ 

4  Furnish  them  out  of  their  Vocabularie  or  other- 
wise, with  store  of  examples  for  every  several  Declen- 
sion, till  they  can  readily  decline  any  regular  Noune; 
but  then  mind  them  of  the  Voca.  Singular  of  those 
Nounes  that  end  in  us  of  the  second  Declension,  and 
of  those  that  are  of  the  neuter  Gender,  of  the  second, 
third,  or  fourth  declension,  and  what  cases  they  make 
all  alike  in  both  numbers. 

5  Exercise  them  in  declining  Nounes  so  often,  till 
they  can  tell  you  at  once  the  termination  of  any  case 
in  either  number  in  one  or  all  the  declensions,  and 
say  on  a  suddain  what  any  Noune  you  name  to  them 
doth  make  in  any  case  of  each  Number  in  English  or 
Latine.  As,  if  you  ask  them  of  what  declension, 
case  and  number  this  termination  os  is,  they  can  per- 
fectly answer,  that  os  is  of  the  second  declension, 
Accu.  case,  and  plural  number;  or,  if  you  ask  them 
of  what  Declension,  Case  and  Number  virtu te  is, 
they  can  answer,  that  virtute  is  of  the  third  declen- 


(92) 


soon,  the  Ablative  case  and  singular  number.  So  in 
English,  if  you  should  say  with  a  pen,  they  can  tell 
you  it  is  the  Ablative  case  and  singular  number,  and 
therefore  must  be  said  in  Latine  Penna.  Or  if  n 
Latine  you  should  say  pennas,  they  can  tell  you  it  is 
of  the  accusative  case  plural  number,  and  must  be 
said  in  Enghsh  pennes  or  the  pennes. 

6  In  declining  Adjectives  cause  them  to  minde  to 
what  declension  their  several  genders  belong,  and 
after  they  can  parse  everj^  Gender  alone  by  it  self, 
teach  them  to  joyn  it  to  a  substantive  of  the  same  or 
a  different  declension,  -with  the  English  either  before 
or  after  the  Latine,  thus;  Singulariter  Nominativo 
Pura  charta,  fair  paper.  Gen.  purse  chartse  of  fair 
paper,  &c.  Sing.  Nom.  novus  Liber  a  new  Book,  &c. 
Sing.  Nomx.  Dulcis  conjux,  a  sweet  wife.  Gen.  Dulcis 
Conjugis  of  a  sweet  vrife,  &c.  Edentula  anus  a  tooth- 
less old  woman,  Gen.  edentulae  anus,  of  a  toothless  old 
woman,  &c.  Frigida  glacies,  cold  ice,  Genitivo 
frigidse  glaciei  of  cold  ice,  &c.  Gravis  Turba,  a 
troublesome  rout.  Gen.  Gravis  Turbse  of  a  trouble- 
some rout,  &c.  Magnum  Onus,  a  great  burthen, 
Gen.  magni  oneris,  of  a  great  burthen,  &c. 

7  Acquaint  them  well  with  the  m.anner  of  formarg 
.          the  three  degrees  of  comparison,   by  shewing   them 

\  .  how  the  com.parative  and  superlative  are  m.ade  of 
o  a  jec  i\es  ^^^  positive,  according  to  the  i-ules,  and  then  let  them 
decline  the  adjective  in  all  the  degrees  together  through 
all  Cases  and  Genders  in  both  Numbers,  as  well  Eng- 
lish as  Latine.  thus;  Sing.  Nom.  durus,  hard,  durior, 
harder,  durissimus  very  hard;  dura,  hard,  durior, 
harder,  durissima  verj'  hard;  durum,  hard,  durius, 
harder,  durissimum  very  hard;  Gen.  duri,  of  hard, 
durioris  of  harder,  durissimi,  of  very  hard,  &c.  Sing. 
Nom.  felix  happy,  felicior,  more  happy,  felicissimus, 
most  happjs*  felix,  happy,  felicior,  more  happy,  felicis- 
sima,  most  happy;  felix  happy,  felicius  more  happy, 


(93) 

felicissimuni  most  happy.  Gen.  felicis,  of  happy, 
felicioris  of  more  happy,  felicissimi  of  most  happy, 
&c.  Then  teach  them  to  joyn  a  Substantive  with 
any  one  or  all  of  the  Degrees,  thus  Injustus  pater,  a 
harsh  father,  injusta  mater,  an  imjust  mother,  injus- 
tum  aniniaj,  an  unjust  creature.  Indoctus  puer,  an 
unlearned  boy,  Indoctior  puella,  a  more  unlearned 
girle,  Indoctissimum  vulgus  the  most  unlearned 
common    people. 

8  To  help  them  the  better  to  perform  this  profitable 
exercise  of  themselves,  let  them  some  times  vrrite  a 
Noun,  which  you  appoint  them,  at  large,  and  distin- 
guish betu'ixt  that  part  of  it  which  is,  moveable  and 
that  which  is  unmovable;  I  mean  betwixt  the  fore- 
part of  the  word,  and  its  termination  thus:  Sing. 
Nom.  Mens-a  a  table,  Gen.  Mens-se  of  a  table,  Dat. 
Mens-se  to  a  table,  &c.  to  the  end. 

Thus  likewise  they  may  be  exercised  in  WTiting  out 
Substantives,  and  Adjectives,  and  forming  the  degrees 
of  comparison,  with  which  w'ork  they  will  be  exceed- 
ingly much  delighted,  when  once  they  can  wTite,  and 
by  once  writing,  they  will  better  discern  what  they 
do,  then  by  ten  times  telling  over;  which  makes  me 
again  presse  hard,  that  either  a  childe  may  be  able 
to  write  before  he  be  put  to  the  Grammar  Schoole, 
or  else  be  put  to  learn  to  write  so  soon  as  he  come 
thither.  For  besides  the  confused  disorder  it  will 
make  in  a  Schoole,  when  some  children  are  fitted  to 
undergoe  their  taskes,  and  others  are  not,  they  that 
can  WTite,  shall  be  sure  to  profit  in  Grammar  learning 
whereas  they  that  cannot,  will  do  little  but  disturb 
the  Schoole,  and  hinder  their  felloT\'es,  and  bring  a 
shame  upon  their  Master,  and  a  blame  upon  them- 
selves, because  they  do  not  learn  faster.  And,  alas 
poor  child,  how  should  he  be  made  to  go  who  wants 
his  legges?  if  he  go  upon  cnitches,  it  is  but  lamely. 
And  how  should  he  be  taught  Gramm.ar,  which  is  the 


Value  of 

written 

work 


Conjuga- 
tions 


The 

principal 

parts 

The  verb 

"sum" 


(94) 
Art  of  right  -wTiting  as  well  as  speaking,  that  cannot 
write  at  all?  I  wi?h  they  that  take  upon  them  to 
teach  boyes  Grammar  before  they  can  write,  would 
but  take  upon  them  the  trouble  to  teach  one  to  speak 
well,  that  cannot  speak  at  all.  But  I  say  no  more  of 
this  subject,  for  though  what  I  say  have  seemed  to 
some  a  meer  Paradox,  yet  upon  triall,  they  have 
found  it  a  plain  reall  Truth;  and  su  h  as  any  man  in 
reason  •uill  assent  to. 

As  for  that  which  is  generally  objected,  that  whilst 
children  are  young,  their  hands  are  unsteady,  and 
therefore  they  should  go  on  at  their  books  till  they  grow 
more  firm;*  it  will  quickly  be  found  a  meer  idle  phansie, 
when  such  objectors  shall  see  lesse  children  then  their 
own  everj^  day  practise  fair  writing,  and  make  miore 
speedy  progresse  at  their  books  by  so  doing. 

Now  touching  verbs 

1  Be  sure  that  the  children  be  well  acquainted 
with  the  different  kinds  of  them,  distinguished,  both 
by  signification  and  termination;  as  also  with  their 
Moods,  Tenses,  and  Signes  of  them  and  with  the 
characteristical  letters  of  the  four  conjugations 
(which  are  a  long,  and  e  long;  and  e  short,  and  i  long). 
And  as  they  congugate  a  verb,  let  them  take  more 
particular  notice  of  its  Present  tense,  Preterperfect 
tense,  and  first  Supine,  because  of  these,  all  other 
tenses  are  formed;  and  these  therefore  are  specified 
in  every  Dictionary'. 

2  Let  them  first  repeat  over  the  Verb  Sum,  accord- 
ing to  four  Moods  onely  (the  Optative,  Potential,  and 
Subjunctive  being  the  same  in  all  verbs)  because  it 
hath  a  proper  manner  of  declineing,  and  is  most  fre- 
quently used,  and  ■v\ill  be  helpful  to  form  the  Preter- 


*Evidentl3'^   some  in  Hoole's   day   objected  to   too 
great  nervous  strain  in  early  childhood. 


(95) 

tenses  in  the  Passive  voyce,  which  consist  of  a  Partici- 
ple joyned  with  it. 

3  Let  them  get  the  Active  voyce  very  perfectly  by 
heart,  and  afterwards  the  Passive,  (though  they  do  it 
more  leasurely,  taking  but  one  Mood  at  a  lesson)  and 
let  them  not  now  repeat  the  paradigmes  as  they  stand 
confusedlv  together  in  their  book,  but  sever  them  one 


Hints  for 


from  another,  and  go  on  with  one  at  once,  viz.  Amo,     ^^^  ^^^      ^ 
by  it  self,  Doceo,  by  it  self.  Lego,  by  it  self,  and  Audio   ^p^^S^ga- 
by  it  self,  thorow  all  Moods,  Tenses,  Numbers,  and     ^°^^ 
Persons  giving   the  English  with   the  Latine,   some- 
times putting  the  one  before  and  sometimes  the  other. 
And  be  sure  to  make  them  mind  all  the  signes  in  Eng- 
lish, and  the  terminations  answering  to  them  in  Latine, 

4  Then  teach  them  to  form  only  the  first  person 
singular  of  every  conjugation  severally,  both  with 
Latine  before  English,  and  English  before  Latine  as 
Amo,  I  love,  Amabam,  I  did  love,  &c.  or  I  love  Amo, 
I  did  love,  Amabam,  &c. 

5  Cause  them  again  to  form  onely  the  Present 
tense,  with  the  tenses  that  depend  more  immediately 
upon  it,  and  then  the  Preter  tense,  with  those  that 
are  formed  of  it,  and  give  them  here  to  observe  the 
Rule  in  their  Accidents  touching  the  formation  of  the 
Tenses,  which  is  more  easie  to  be  delivered  and  re- 
membered thus:  All  tenses  that  end  in  ram,  rim,  ssem, 
ro,  sse,  are  formed  of  the  Preter  tense,  and  all  the  rest 
of  the  Present  tense,  according  to  the  Latine  verse. 

Ram,  rim,  ssem,  ro,  sse;  formabit  csetera  Pressens. 

6  Make  them  give  you  the  terminations  of  the  first 
person  singular  throughout  all  Moods  and  Tenses,  of 
each  severall  Conjugation,  as  to  say;  The  termina- 
tions of  the  first  persons  singular  in  the  first  conjuga- 
tion are  o,  abam,  avi,  averam,  abo,  &c.  Then  let 
them  run  over  the  Terminations  of  all  the  Persons  in 
both  Numbers  of  every  Mood  and  Tense  in  the  severall 
Conjugations,   as   to  say;    The  Terminations  of   the 


(96) 

Indicative  Mood  Present  tense  of  the  first  Conjuga- 
tion are  o,  as,  at,  amus,  atis,  ant.  Of  the  Preter  im- 
perfect tense,  abam,  abas,  abat,  &c. 

7  Let  them  joyn  the  Terminations  of  the  first  per- 
son, with  the  signes  of  everj^  Tense  in  both  voyces, 
thus,  o,  do,  bam,  did,  i  have,  ram  had,  to  shall  or  will, 
&c.  or,  am,  bar,  was,  us  sum  vel  fui  have  been,  us 
eram  vel  fueram,  had  been,  bor  shall  be,  &c.  through- 
out all  the  Conjugations.  And  let  them  withall  take 
notice  how  the  three  persons  in  both  numbers  differ 
both  in  signification  and  ending,  as  I  o  and  r,  thou  s 
and  is,  he  t  and  tur,  we  mus  and  mur,  ye  tis  and  ni, 
they  nt  or  ntur. 

8  Let  them  repeat  the  Active  and  Passive  voyce 
together,  and  compare  them  one  with  another,  as  they 
form  them  in  all  persons  throughout  each  Mood  and 
Tense  of  every  Conjugation,  thus  Amo  I  love.  Amor 
I  am  loved,  Amabam  I  did  love,  Amabar  I  was  loved, 
&c. 

9  Exercise  them  well  in  so  many  severall  examples 
of  the  four  Conjugations,  as  that  on  a  suddain  they 
can  render  you  any  Verb  out  of  Latine  into  English, 
or  out  of  English  into  Latine,  with  its  right  Mood, 
Tense,  Number,  and  Person,  you  telling  them  the 
first  word  of  it,  or  they  knowing  it  beforehand,  as  if 
you  say  we  have  run,  they  can  answer  cucurrimus; 
or  if  you  say,  I  shall  blot,  they  can  answer  maculabo, 
having  learnt  Curro  in  Latin  for  to  run,  and  that 
maculo  signifieth  to  blot.  To  m.ake  them  more  fully 
acquainted  with  the  variation  of  a  verb,  it  were  good 
sometimes  for  them  to  -RTite  one  out  at  full  length, 
both  in  English  and  Latine,  making  a  Hne  betwixt 
the  alterable  part  of  it,  and  the  termination  (which 
remaineth  alike  to  all),  Voc-o  I  call,  voc-as  thou  callest, 
voc-at,he  calleth,  &c. 

N.  B.  The  Nouns  and  Verbs  being  thus  per- 
fectly gotten  at  the  first,    (till  which  be  done,   the 


(97) 

Preface  before  the  Grammar  counteth  not  the  Scholar 
ready  to  go  any  further,  and  saith  it  may  be  done 
with  a  quarter  of  a  years  diligence,  or  very  little 
more)  the  difficulty  of  the  Latine  tongue  will  be 
quite  overpast  and  a  child  will  more  surely  and  heed- 
fully  learn  them  thus  singly  by  themselves,  then  by 
long  practice  in  parsing  and  making  Latine,  because 
then  he  is  to  attend  many  other  things  together  with 
them  for  the  better  observation  whereof,  these  vt-ill 
abundantly  prepare  him. 

And  because  all  children  are  not  so  quick- 
witted, as  fully  to  apprehend  the  various  Repetition 
alterations  of  the  Nouns  and  Verbs,  till  °.  ^^^^' 
after  long  and  continued  practice,  it  were 
good  if  a  time  were  set  apart  once  a  week, 
wherein  all  the  Scholars  (especially  of  the 
three  lower  forms,  and  those  in  the  upper 
who  are  less  expert,  as  having  perhaps  come 
from  a  Schoole  wherein  they  were  never 
thus  exercised)  may  be  constantly  employed 
in  this  most  profitable  exercise.*  And  for 
more  ready  dispatch,  amongst  a  multitude, 
it  is  not  amiss  if  they  repeat  them  thorow  in 
a  round  word  by  word,  saying  every  one  in 

*Excepting  in  cases  where  a  language  is  acquired 
in  a  country  where  it  is  spoken,  some  such  drill  in 
the  elements,  accompanying  more  "direct"  or  "nat- 
ural" methods,  is  indispensable.  So  long  as  the 
actual  use  of  the  cases  and  tenses  is  made  to  precede 
their  tabulation  in  the  declension  or  conjugation, 
the  purposes  of  the  direct  method  are  served,  and  the 
paradigm  is  merely  a  sumimary  of  what  the  child 
has  already  acquired  piecemeal. 


Pronouns 
Participles 


(98) 
order  after  another,  thus :  i  Sing.  Norn  Musa, 
a  Song.  2  Gen.  Musae,  of  a  Song.  3  Dat. 
Musae,  to  a  Song.  4  Accus.  Musam,  the 
Song,  &c.  till  they  have  gone  thorow  all  the 
Declensions,  and  Conjugations,  and  the 
forementioned  variety  of  practice  upon  them, 
according  as  we  may  observe  Corderius  in 
his  Colloquies,  to  have  given  us  a  hint.  And 
to  stirre  them  all  up  to  more  attentiveness, 
The  Master  may  (unexpectedly  sometimes) 
ask  the  case  of  a  Noun,  or  the  Mood  and 
Tense  of  a  Verb,  of  one  that  he  espieth  more 
negligent  in  minding,  then  the  rest. 

As  a  Help  to  the  better  performance  of  this  neces- 
sary task,  I  provided  a  little  book  of  one  sheet,  con- 
taining the  Terminations  and  Examples  of  the  Declen- 
sions, and  Conjugations,  which  the  less  experienced 
may  make  use  of,  till  they  can  exercise  themselves 
without  it;  by  the  frequent  impression,  and  ready 
sale  whereof,  I  guess  it  has  not  been  unacceptable  to 
those  of  my  profession,  for  the  purpose  whereto  I 
intended  it;  and  I  have  som^etimes  in  one  afternoon 
made  a  thorow  practice  of  all  that  hath  been  here 
mentioned  touching  Nouns  and  Verbs,  without  any 
wearisomness  at  all  to  my  self,  or  irksomness  to  my 
Scholars,  who  are  generally  impatient  of  any  long 
work,  if  it  be  not  full  of  variety  and  easy  to  be  per- 
form.ed. 

Some  little  pains  would  also  be  taken  with  the  Pro- 
nouns, so  as  to  shew  their  number,  distinction,  manner, 
of  declining  both  in  English  and  Latine,  and  their 
persons;  and  then  with  the  Participles  to  mind  how 
their   four   tenses    are   distinguished   both   by   their 


(99) 

signification  and  ending,  and  how  they  are  declined, 
like  Adjectives. 

Touching  Adverbs,  Conjunctions,  and  Interjections, 
they  need  only  to  tell  of  what  signification  they  are;   The  parts 
and  touching   Prepositions,   let  them   observe  which  of   speech 
serve  to  an  Accusative  Case,  which  to  an  Ablative, 
and  which  to  both. 

Now  for  the  more  orderly  dispatch  of  this 
first   part  of  the   Accidents   and    the    better  The  prin- 
learning  of  every  part  of  it,  not  by  rote,  but  ciples  of 
by  reason,*  and  to  make  children  more  cun-  grammar 
ning  in  the  understanding  of  the  things,  then 
in  the  rehearsing  of  the  words,  and  to  fasten 
it  well  in  their  memories;  I  have  found  it 
very  profitable  to  set  apart  two  afternoons 

*Here  Hoole  suggests  the  second  amendment  which 
is  necessary  in  many  of  the  forms  which  the  "direct" 
or  "natural"  method  of  language  teaching  has  as- 
sumed of  recent  years.  The  first  was  the  use  of 
the  paradigm,  a  tabulated  summar^,^  of  forms  already 
acquired;  the  second  is  the  application  of  the  prin- 
ciples of  language  (or  grammar)  to  f  e  study  of  lan- 
guage. The  former  systematizes  the  effort  of  memory; 
the  latter  reinforces  memory  by  bringing  into  play 
the  understanding.  [N.  B.  the  distinction  between 
rational  grammar  and  "technical  grammar".]  Through- 
out Hoole  has  an  ej'e  to  class-method,  and  to  the 
keeping  up  of  the  interest  of  the  class,  as  here  in  sug- 
gesting that  some  members  of  the  class  ("one  side") 
shall  put  questions  to  the  others;  and,  again,  where 
he  m.akes  experience  of  the  book  an  alternating  sub- 
stitute to  pure  memory  effort.  Ratich  had  already 
made  a  great  point  of  repeated  experience  of  this 
kind  in  place  of  rote-work;  and  he  had  a  very  impor- 
tant influence  upon  Comenius. 


(  100  ) 

in  a  week  (commonly  Tuesdayes  and  Thurs- 
dayes)  for  the  examination  of  it  all  quite 
thorow,  causing  one  side  of  the  Form  to  ask 
the  questions  out  of  the  examination  of  the 
Accidents,  and  the  other  to  answer  accord- 
ing to  the  words  of  their  book,  and  whether 
they  do  this  exactly  memoriter,  or  sometimes 
looking  upon  the  book,  it  makes  no  matter; 
for  the  often  practise  thereof,  will  be  sure  to 
fix  it  after  a  little  while  in  their  understand- 
ings and  memories  so  fast,  that  they  will  have 
it  ready  for  use,  against  they  come  to  the 
second  part  of  the  Accidents,  which  con- 
cerneth   Concordance   and   Construction. 

N.  B.  Vv'^hen  children  first  begin  their 
Introduction,  they  may  provide  a  little  vo- 
cabulary (if  the  Orbis  Pictus  be  too  dear) 
out  of  which  they  should  be  made  to  read 
the^Wea^of  ^^^^  ^  Chapter  every  day,  at  one  or  four 
Orbis  Pictus  ^  clock,  and  when  it  is  read  over  you  may 
see  who  can  give  you  the  most  names  of 
things  under  one  head,  both  English  and 
Latine,  and  let  him  that  tells  you  the  most, 
have  some  little  reward  for  encouragement, 
to  draw  on  others  in  hope  of  the  like,  to  do 
as  well  as  he.  This  profitable  exercise  was 
often  used  by  Corderius,  and  is  an  excellent 
mean  to  help  to  store  of  words,  which  are  in- 
deed the  subject  about  which  Grammar  is 
conversant,  so  that  to  teach  one  Grammar 
without  giving  him  some  knowledge  of  the 


(lOl) 

words,  is  to  teach  him  to  tye  a  knot,  that 
hath  not  a  string  to  tye  it  upon.*  They  may 
say  the  Introduction  for  parts,  and  the  Vo- 
cabulary for  lessons,  (as  you  please)  and 
when  ever  they  go  out  about  neccesitous 
business,  be  sure  they  say  (at  least)  four 
words  of  those  which  they  have  learnt,  and 
let  them  alwayes  carry  their  Vocabulary 
about  with  them,  to  be  looking  into  it  for 
words. 

Thus  then  I  allow  one  half  year  for  boyes 
in  the  lowest  form,  that  can  read  and  write 
before  hand,  to  learn  the  first  part  of  the 
Accidents,  and  how  to  call  things  by  their 
Latine  names  making  use  of  a  Vocabulary. 

And  then  I  would  have  them  divide  the 
whole  Introduction  into  twelve  parts,  (as 
they  did  at  the  first  reading  of  it  over)  and 
repeat  constantly  every  morning  one  by 
heart,  to  fix  it  w^ell  in  the  memory;  and  for 
fore-noon  lessons  (to  be  said  about  ten  of 
clock)  they  may  proceed  to  the  second  part 
of  the  Accidents,  commonly  called  the  Eng- 
lish Rules,  for  the  perfect  knowledge  and 
exercise  whereof,  they  may  profitably  spend 
the  succeeding  halfe  year. 

*A  happy  plea  for  language  before  the  rules  of 
language;  concrete  before  abstract;  or,  to  quote 
another  of  Spencer's  "laws  of  mental  evolution", 
empirical  before  rational. 


Rote-work 


(102) 

In  getting  whereof,  because  custume  hath 
every  where  carried  it  (contrary  to  those 
excellent  directions  given  in  the  Preface  to 
the  Reader,  of  which  Mf.  Hayne  mentioneth 
Cardinal  Wolsey  to  have  been  the  Author) 
for  children  first  to  read  them  over,  and  after- 
wards to  con  them  by  heart  as  they  stand  in 
the  book  (making  it  a  work  meerly  for  the 
memory,  which  some  children  are  good  at, 
notTnough  though  they  understand  nothing  at  all;  and 
therefore  many  unskilful  Masters,  not  know- 
ing how  to  do  otherwise,  especially  with 
boyes  that  cannot  write,  let  them  run  on  by 
rote,  presuming  then  when  they  have  got 
Rules  thus,  they  may  be  afterward  made  to 
understand  them  by  practice  in  parsing)  I 
will  go  along  with  the  stream,  and  allow  my 
Scholars  to  get  them  by  heart,  saying  two 
or  three  Rules  at  a  time,  as  they  do  in  most 
schooles;  and  as  they  do  this,  I  would  have 
them  chiefly  to  take  notice  of  the  Titles  or 
Heads,  and  which  are  the  general  rules,  and 
which  are  the  Observations,  and  Exceptions 
made  concerning  it,  that  by  this  meanes 
they  may  learn  to  turn  readily  to  any  one  of 
them  that  shall  be  called  for.  But  that 
children  may  best  understand,  and  soonest 
conceive  the  Reason  of  the  Rules,  and  thereby 
be  made  acquainted  with  the  fashion  of  the 
Latine  Tongue  (which  is  the  main  scope 
that  this  part  of  the  Accidents  aimeth  at)  I 


(103) 
would  have  them  daily  exercised  in  the  prac- 
tice of  Concordance  and  Construction  (which 
will  also  confirm  and  ready  them  in  the  in- 
troduction) after  this  manner. 

1  Let  them  mark  out  the  more  generall 
and  necessary  Rules  (as  they  go  along)  with 
their  examples,  and  after  they  have  got  them 
perfectly  by  heart,  let  them  construe  and 
parse  the  words  in  the  Example,  and  apply 
the  Rule  to  the  words  to  w^hich  it  belongeth, 
and  wherein  its  force  lyeth. 

2  Let  them  have  so  many  other  examples 
besides  those  that  are  in  their  book,  as  may 
clearly  illustrate  and  evidence  the  meaning 
of  the  Rule,  and  let  them  make  it  wholly 
their  own  by  practising  upon  it,  either  in 
imitating  their  present  examples  or  pro- 
pounding others  as  plain.  Thus  that  ex- 
ample to  the  Rule  of  the  first  Concord  may 
be  first  imitated;  Praeceptor  legit,  vos  vero 
negligitis.  The  Master  readeth,  and  ye 
regard  not.  The  Pastors  preach,  and  the 
people  regard  not.  I  speak,  and  ye  hear 
not.  We  have  read,  and  thou  mindest  not. 
And  the  like  may  be  propounded  as,  Whilst 
the  Cat  sleepeth,  the  Mice  dance.  When 
the  Master  is  away  the  boyes  will  play.  Thou 
neglectest  when  I  write.  And  these  the  chil- 
dren should  make  out  of  English  into  Latine, 
unto  which  you  should  still  adde  more  till 


(  104) 

they  be  able  by  themselves  to  practise  accord- 
ing to  the  Rule. 

3  After  they  have  thus  gone  over  the  gen- 
eral Rules,  Let  them  together  with  one  Rule 
get  its  exceptions,  and  observations,  as  they 
lie  in  order,  and  learn  how  they  differ  from 
the  Rule,  and  be  sure  that  they  construe  and 
parse  every  example,  and  imitate,  and  make 
another  agreeable  to  the  Rule,  observation 
or  exception,  as  is  shewed  before. 

N.  B.  Now  forasmuch  as  little  ones  are 
too  apt  to  forget  any  thing  that  has  been  told 
them  concerning  the  meaning  of  a  rule  and 
the  like,  and  some  indeed  are  of  more  leasure- 
ly  apprehensions  then  others,  that  require  a 
little  consideration  of  a  thing  before  they  can 
conceive  it  rightly,  they  may  be  helped  by 
making  use  of  the  second  part  of  the  Acci- 
dents examined;  wherein, 

1  The  Rules  are  delivered  by  easie  and 
short  questions  and  answers,  and  all  the  ex- 
amples are  Englished,  and  the  words  wherein 
the  force  of  the  example  lyeth  are  applyed 
to  the  rule. 

2  The  examples  are  Grammatically  con- 
strued, and  all  the  first  words  in  them  set 
down  in  the  margent,  and  referred  to  an 
Index,  which  sheweth  what  part  of  Speech 
they  are,  and  how  to  be  declined  or  congu- 
gated.  This  I  contrived  at  the  first  as  a 
means  to  prevent  Childrens  gadding  out  of 


(105) 

their  places,  under  the  pretence  of  asking 
abler  boyes  to  help  them  in  construing  and  Means  of 
parsing  these  examples,  but  upon  tryal  1  self-help 
found  it  a  great  ease  to  my  self  for  telling  the 
same  things  often  over,  and  a  notable  en- 
couragement to  my  scholars  to  go  about  their 
lessons,  who  alwayes  go  merrilier  about  their 
task,  when  they  know  how  to  resolve  them- 
selves in  any  thing  the  doubt. 

4*  When  they  have  got  the  second  Part 
of  the  Accidents  well  by  heart,  and  under- 
stand it  (at  least)  so  far  as  to  be  able  to  give 
you  any  rule  you  call  for,  you  may  divide 
it  also  into  eight  parts,  according  to  the 
heads   set  down  in   the   book,  whereof,   the 

First,  May  be  concerning  the  first,  second 
and  third  Concord. 

The  second  concerning  the  case  of  the 
relative,  and  the  Construction  of  Substan- 
tives. 

The  third,  concerning  the  Construction  of 
Adjectives,  and  of  a  Pronoune. 

The  fourth,  concerning  the  construction 
of  Verbs  with  a  Nominative,  and  Genitive 
Case. 

The  fifth,  concerning  the  construction  of 
Verbs  with  a  Dative,  Accusative  and  Abla- 
tive Case. 

♦There  is  no  thirdly. 


(io6) 

The  sixth,  concerning  the  construction  of 
Passives,  Gerunds  and  Supines. 

The  seventh,  concerning  time,  space,  place 
and  impersonals. 

The  eight  concerning  the  Participle  the  Ad- 
verb the  Conjunction  the  Praeposition,  and 
the  Interjection,  which  being  added  to  the 
foregoing  twelve,  the  whole  Accidents  may 
be  easily  passed  over  at  twenty  parts,  and 
kept  surely  in  mind  by  repeating  it  once  a 
moneth  for  morning  Parts,  and  examining 
it  every  Tuesday  and  Thursday  in  the  after- 
noon. 

As  they  make  use  of  the  Vocabulary,  to- 
gether with  the  first  part  of  the  Accidents,  so 
may  they  joyn  Sententiae  Pueriles,  with  the 
second;  which  book  I  would  have  them  to 
provide  both  in  English  and  Latine. 

1  Because  it  renders  the  Book  more  grate- 
Use  of  ful  to  children,  who  by  reading  their  lessons 
mother-  in  their  Mother  tongue,  know  better  what  to 
tongue           make   of  them. 

2  Because  they  are  apt  to  mistake  what 
they  have  been  construed,  especially  in  v/ords 
that  have  various  synifications. 

3  Their  memories  being  short,  they  must 
be  told  the  same  word  as  oft  as  they  ask  it 
ere  they  come  to  say,  and  when  they  come 
(perhaps)  they  cannot  construe  one  Sentence 
to    any    purpose. 


(107) 

As  they  learn  this  book,  let  them  but  take 
three  or  four  lines  at  once,  which  they  should,  The  Latin 

1.  Construe   out  of  Latine   into   English,  ^^^^^^ 
and  then  out  of  English  into  Latine. 

2.  DecHne  the  Nounes  and  form  the  Verbs 
in  it  throughout,  and  give  the  rules  for  the 
concordance  and  construction  of  the  Words. 

3.  Bring  their  lessons  fair  writ  out  both 
in  English  and  Latine  in  a  Httle  paper  book^ 
which  will  exceedingly  further  them  in  spell- 
ing and  writing  truly. 

4.  To  fix  their  Lessons  the  better  in  their  conversa- 
memorie,  you  may  ask  them  such  plain  ques-  tion 
tions,  as  they  can  easily  answer  by  the  words 

of  a  Sentence. 

5.  Let  them  also  imitate  a  Sentence  some- 
times by  changing  some  of  the  words,  and 
sometimes  altering  their  Accidents.* 

6.  Give  them  sometimes  the  English  of  a 
Sentence  to  make  into  Latine  of  themselves, 
and  then  let  them  compare  it  with  the  Latine 
in  the  book,  and  see  wherein  they  come  short 
of  it,  or  in  what  Rule  they  faile. 

For  though  the  main  end  of  this  Book, 
which  is  full  of  plain  lessons,  both  of  honesty 
and  Godliness,  be  to  instill  those  grave  say- 
ings into  childrens  minds,  (some  of  which 
notwithstanding  are  too  much  beyond  their 
reach)   and  it  be  not  perhaps   so  useful   as 

*Cf.  the  Prendergast  method. 


(io8) 

some  others  are  for  the  speedy  gaining  of 
Latine,  yet  by  being  thus  made  use  of,  it 
may  be  very  much  improved  to  both  pur- 
poses. 

Here  I  think  it  no  digression  to  tell,  how 
I  and  some  School-fellowes  (yet  living,  and 
eminent  in  their  Scholar-like  professions) 
were  misled  two  or  three  years  together  in 
learning  this  book  of  Sentences.  After  we 
had  gone  over  our  Accidents  several  times 
by  heart,  and  had  learned  part  of  Propria 
quae  moribus,*  we  were  put  into  this  book, 
and  there  made  to  construe  and  parse  two 
or  three  Sentences  at  once  out  of  meer  Latine, 
and  if  any  thing  we  missed,  we  were  sure  to 
be  whipt.  It  was  well,  if  of  i6  or  20  boyes 
two  at  any  time  could  say,  and  that  they  did 
say  right,  was  more  by  hap-hazard,  then  any 
thing  that  they  knew;  For  we  knew  not  how 
to  apply  one  rule  of  Grammar  to  any  word, 
nor  could  we  tell  what  part  of  Speech  it  was, 
or  what  belonged  to  it;  but  if  the  Master  told 
us  it  was  a  Noun,  to  be  sure  we  said  it  was 
of  the  Nominative,  case,  and  singular  num- 
ber, and  if  a  Verb  we  presently  guessed  it  to 
be  of  the  Indicative  Mood,  Present  tense, 
singular  number,  and  third  person;  because 
those  coming  so  frequent,  we  erred  the  lesse 

*  There  are  some  comparatively  young  men  still 
living  who  had  to  learn  Propria  quae  manbus  and 
As  in  prcesenti  -nhen  at  school. 


(  IC9) 
in  them.  And  an  ignorant  presumption  that 
we  could  easily  say,  made  us  spend  our  time 
in  idle  chat,  or  worse  employments,  and  we 
thought  it  in  vain  for  us  to  labour  about  get- 
ting a  lesson,  because  we  had  no  help  at  all 
provided  to  further  us  in  so  doing,*  Yet 
here  and  there  a  Sentence,  that  I  better  un- 
derstood then  the  rest,  and  with  which  I  was 
more  affected,  took  such  impression,  as  that 
I  still  remember  it,  as,  Gallus  in  suo  stirquili- 
nio  plurimum  potest.  Ubi  dolor,  ibi  digitus, 
&c. 

This  I  have  related  by  the  by  to  manifest 
by  mine  own  sense  and  experience  what  se- 
verity children  for  the  most  part  undergo, 
and  what  loss  of  time  befalls  them  in  their 
best  age  for  learning,  when  they  are  meerly 
driven  on  in  the  common  rode,  and  are  not 
(rather)  guided  by  a  dexterous,  diligent,  and 
discreet  Teacher,  to  understand  what  they 
learn  in  any  book  they  are  put  into. 

Now  because  all  our  teaching  is  but  meer 
trifling,  unlesse  withal  we  be  carefuU  to  in- 
struct children  in  the  grounds  of  true  Reli- 
gion, let  them  be  sure  to  get  the  Lords  Prayer, 
the  Creed,  and  the  ten  Commandments; 
First  in  English,  and  then  in  Latine,  every 
Saturday  morning  for  Lessons,  from  their 
first  entrace  to  the  Grammar  Schoole;  and 

*The  il!  effects  of  a  bad  teaching-methocl. 


(no) 

for  their  better  understanding  of  these  Fun- 
damentals of  Christianity,  you  may  (accord- 
ing to  Mr.  Bernards  Httle  Catechism)  resolve 
them  in  such  easy  questions,  as  they  may  be 
able  to  answer  of  themselves,  and  give  them 
the  Quotations,  or  Texts  of  Scriptures,  w^hich 
confirm  or  explain  the  doctrinal  points  con- 
tained in  them,  to  vvrite  out  the  following 
Lords  day,  and  to  show  on  Monday  mornings, 
when  they  come  to  Schoole.  In  short  then, 
I  would  have  this  lowest  Form  employed  one 
quarter  or  half  a  year  in  getting  the  Intro- 
duction for  Parts  and  Lessons,  and  as  long 
in  repeating  the  Introduction  at  Morning 
Parts,  and  reading  the  Vocabulary,  for  After- 
noons Parts;  saying  the  English  Rules  for 
the  Fore-noon  Lessons.  The  little  Vocabu- 
lary for  Afternoon  Parts;  and  Sententiae 
Pueriles  for  Afternoon-Lessons,  and  the  Prin- 
ciples of  Christianity  for  Saturday  Lessons. 
So  that  in  one  years  time  this  work  may  be 
fully  compleat,  of  preparing  them  for  the 
Latine  tongue,  by  teaching  them  the  perfect 
use  of  the  Accidents,  and  helping  them  to 
words,  and  how  to  vary  them. 


CHAPTER  III. 

HOW  TO  MAKE  CHILDREN  OF  THE  SECOND 
FORM  PERFECT  IN  THE  RULES  OF  THE 
GENDERS  OF  NOUNS,  AND  OF  THE  PRE- 
TERPEPFECT  TENSES,  AND  SUPINES  OF  VERBS 
CONTAINED  IN  PROPRIA  QUAE  MARIBUS* 
QUAE  GENUS,  AND  AS  IN  PRAESENTi;  AND 
HOW  TO  ENTER  THEM  IN  WRITING,  AND 
SPEAKING  FAMILIAR  AND  CONGRUOUS 
LATIN  E. 

The  general  course  taken  in  teaching  the 
Rules  ot  the  Genders  and  Nouns,  and  Con-  The 
jugating  Verbs,  is  to  make   children   patter  second 
them  over  by  heart,  and  sometimes  also  to       "^ 
construe    and    parse    them;    but    seldom    or 
never  are   they   taught  the   meaning  of   the 
Rule,  or  how  to  apply  it  readily  to  the  words 
they  meet  with  elsewhere. 

The  volubility  of  the  Verse   doth  indeed 
help  some  quicker  wits  for  more  ready  re-  -vj  .     ,, 
peatmg  oi   them;   but  others  or   more  slow  j^g^^.^  ^^ 
pace    (that    learn    by    understanding    what  by  heart 
they  say)  are  apt  to  miscall  every  word  in 
their  Lesson,  because  they  cannot  tell  what 
it  meaneth;  and  let  them  take  never  so  much 
(111) 


In  defence 
of  a  faulty 
method 


(112) 

pains  about  it,  very  little  of  what  they  are 
to  learn,  will  stick  in  their  memories. 

Some  therefore  have  decryed  this  patch- 
ing of  Rules  into  a  cobling  verse;  others  have 
thought  it  better  to  denote  the  Gender  of 
the  Nouns,  and  the  Preterperfect  tenses  of 
Verbes  by  the  Terminations  of  the  first 
words,  and  some  have  quite  altered  these 
Rules  by  expunging  some  Vv^ords,  and  in- 
serting others,  which  they  thought  might 
better  agree  with  them;  But  for  my  part,  I 
like  this  Judgement  well,  that  said  it  was 
impossible  for  any  Grammarian  to  make 
better  Rules  then  these  in  Propria  quae 
maribus,  and  As  in  praesenti;  for  though  in 
some  things  they  may  be  faulty,  as  Quae 
genus  is  in  very  many,  yet  (  as  M?'-  Brinsley 
saith  of  the  Accidents)  a  wise  Master  is  not 
to  stand  with  his  children  about  mending 
it,  but  only  to  make  them  understand  the 
RuleS;  as  they  are  set  down  in  the  Book, 
which  they  may  do  welL  T  propound  this 
expedient. 

1  Let  them  for  Fore-noon  Lessons  begin  with 
Propria  quae  maribus,  and  then  proceed  to,  As  in 
praesenti,  leaving  Quae  genus  to  the  last,  because  it  is 
of  less  use,  and  harder  for  children  to  understand. 

2  In  getting  these  Rules  at  first,  let  them  read 
them  all  distinctlj'  over,  and  take  notice  of  the  Titles 
or  Heads,  and  mark  out  the  most  general  Rules,  which 
they  may  learn  before  any  of  the  rest  and  to  make 
them  the  better  to  understand  themselves,  you  m-ay 


(113) 

allow  them  an  English  Propria  quse  maribus,  &c., 
which  they  may  compare  all  along  with  that  in  their 
Grammar,  and  if  at  any  time  you  perceive  they  do  not 
well  apprehend  the  meaning  of  a  Rule,  do  you  illus- 
trate it  by  instancing  some  words,  that  they  have  had 
in  their  Vocabulary,  or  elsewhere.  This  will  make 
them  somewhat  ready  to  turn  to  any  Rule. 

3  At  the  next  going  them  over,  they  will  be  able  to 
say  four  or  six  lines  at  a  time,  memoriter.  And  then 
you  may  let  them  get  all  before  them,  and  make  them 
after  they  have  said  a  Lesson  by  heart,  to  construe  it 
by  the  help  of  a  Construing  book,  and  to  decline  every 
Noun,  and  Conjugate  every  verb,  by  the  help  of  the 
Indexes  annexed  to  the  Propria  quse  maribus,  &c. 
Englished,  and  explained. 

4  You  may  exercise  them  in  this  manner,  by  re- 
peating more  and  more  at  a  time,  till  they  can  decline 
Nouns,  and  conjugate  Verbs,  and  apply  the  Rules 
readily  to  them,  by  dividing  the  whole  into  ten  parts, 
according  to  the  Common  place  Heads;  thus,  the 
First  may  be  at  Propria  quae  maribus  &c.,  De  Regulis 
generalibus  Propriorum,  De  Regulis  generalibus  Ap- 
pellativorum,  De  prima  speciali  Regula,  et  ejus  excep- 
tionibus  Masculinis,  Neutris,  Dubiis,  et  Comm^unibus. 
The  second  at  Nomen  crescentis  penultimse,  &c., 
Syllaba  acuta  sonat,  &c.,  De  secunda  speciali  Regula 
et  ejus  exceptionibus  Masculinis,  Neutris,  Dubiis  et 
Communibus.  The  third  at  Nomen  crescentis,  sit 
gravis,  &c.,  De  tertia  speciali  Regula  et  ejus  excep- 
tionibus Fsemininis,  Neutris,  Dubiis,  Communibus, 
et  de  Regulis  Adjectivorum  generalibus.  The  Fourth 
at  Quse  genus,  de  variantibus  genus,  defectivis  casu, 
Aptotis,  Diptotis,  Triptotis,  et  Vocativo  carentibus. 
The  Fifth,  at  Propria  cuncta  notes,  &c.,  de  defectivis 
numero,  plurali  et  singulari.  The  sixth,  at  Haec 
quasi  luxuriant,  &c.,  de  Redundantibus.  The  Sev- 
enth  at   As   in   prsesenti,    De  Simplicium   verborum 


(114) 
prseterito  primse,  secundse  tertiae,  et  quartae  conju- 
gationis.  The  eighth  at  Prseteritum  dat  idem,  et  de 
Compositorum  verborum  prseteritis.  The  ninth,  at 
Nunc  ex  prseterito,  &c.,  De  Simplicium  verborum,  et 
Compositomm  Supines.  The  tenth,  De  Prseteritis 
verborum  in  or,  De  geminum  prseteritum  habentibus, 
De  neutro  passivis,  De  verbis  prseteritum  mutantibus, 
de  prseterito  carentibus,  et  de  Supinum  raro  admit- 
tentibus.  If  you  adde  these  ten  to  the  tAA'enty  parts 
in  the  Accidents,  they  maj^  run  over  the  whole  thirty 
in  six  weeks;  saying  every  morning  one,  except  on 
Saturdays,  which  are  reserved  for  other  occasions. 
Their  Noon- parts  may  be  in  the  larger  Vocabulary 
(which  is  commonly)  printed  with  the  grounds  of 
Grammar,  in  an  easie  entrance  to  the  Latine  Tongue, 
in  which  they  may  peruse  a  whole  Chapter  at  once, 
and  afterwards  strive  who  can  tell  you  Latine  for  the 
most  things  mentioned  in  it.  And  if  at  any  time  the 
words  be  not  so  obvious  to  their  understanding,  be- 
cause (perhaps)  they  know  not  the  things  which  they 
signify;  do  you  tell  them  what  the  thing  is,  and  ex- 
plain the  word  by  another  that  is  moie  familiar  to 
them. 

Their  After-noons  Lessons  on  Monday es  and  Wed- 
nesday es,  may  be  in  Qui  mihi,  which  containeth  pretty 
Precepts  of  good  manners,  much  befitting  children  to 
observe,  and  which  are  so  common  in  every  Scholars 
mouth,  that  a  childe  would  blush  to  seem  ignorant  of 
them.     In   getting    this, 

1  Let  them  repeat  two  distichs  at  once  memoriter, 
and  if  withall,  you  let  them  get  the  English  verses 
answerable  to  the  Latine,  and  printed  with  the  grounds 
of  Grammar,  they  will  fix  the  Latine  better  in  their 
memories. 

2  Letthem  construe  the  Lesson  Grammatically,  and 
to  help  themselves  in  that  more  difficult  work,  let 


(115) 

them  make  use  of  the  construction  made  them  at  the 
end  of  their  Construing  Book. 

3  Let  them  read  the  Latine  in  the  Grammatical 
order,  and  sometimes  into  meer  English,  and  then  let 
them  parse  every  word  according  to  that  order,  giving 
the  Rules  for  the  Genders  of  Nouns,  and  the  Preter- 
perfect  tenses,  and  Supines  of  verbs;  and  applying 
those  of  Concordance  and  Construction,  as  they  come 
in  their  way. 

4  To  exercise  them  in  true  writing,  it  were  good  if 
they  had  a  little  paper-book,  wherein  to  write  first 
the  Latine,  and  then  the  English  Distichs  at  full  length, 
which  they  may  shew,  when  they  say  their  Lesson. 

5  To  find  them  some  employment  after  the  Lesson, 
you  may  give  them  some  easie  dictate  out  of  it  to  turn 
into  Latine;  sometimes  by  way  of  Question  and  An- 
swer, and  sometimes  more  positively;  thus  What  shall 
that  Scholar  do  that  desireth  to  be  tauglit?  He  shall 
conceive  the  Masters  sayings  in  his  minde.  Quid 
faciet  ille  discipulus,  qui  cupit  doceri?  dicta  prsecep- 
toris  animo  suo  concipiet,  or  thus;  A  boy  that  is  a 
Scholar,  and  desireth  to  be  taught,  ought  to  conceive 
the  Masters  sayings  in  his  minde,  and  so  as  to  under- 
stand them  well.  Puer  qui  discipulus  est,  et  cupit 
doceri,  dicta  prseceptoris  animo  suo  concipere  debit, 
atque  ita  ut  eadem  recte  intelligat.  And  this  you 
may  cause  any  of  them  to  read,  and  let  the  rest  correct 
him  in  any  word  he  hath  m.ade  amisse,  and  be  sure 
they  can  all  give  a  rule  for  what  they  do. 

After  they  have  repeated  these  verses  of  Mr.  Lilies 
so  often  over,  that  they  can  say  them  all  at  once  pretty 
well  by  heart,  they  may  continue  their  afternoons 
Lessons  in  Cato,  saying  two  or  three  Distichs  at  once, 
according  to  the  directions  already  g'iven  in  the  Preface 
to  that  Book  in  English  and  Latine  verse;  and  when 
they  have  gone  thorow  a  book  of  it,  let  them  try 
amongst  themselves  who  can  repeat  the  most  of  it  by 


Latin 
speech 


(ii6) 

heart,  as  we  see  Corderius  did  sometimes  exercise  his 
Scholars,  as  it  appeareth  by  his  Colloquies. 

Now  forasmuch  as  speaking  Latine*  is  the  main 
end  of  Grammar,  and  there  is  no  better  expedient  to 
help  children  in  the  ready  exercise  thereof,  then  fre- 
quent perusal  of  Vocabularies  for  common  words,  and 
Colloquies  for  familiar  phrases,  and  such  as  are  to  be 
used  in  ordinary  discourse;  I  think  it  very  convenient 
to  make  use  of  Pueriles  Confabulatiunculse,  both  in 
English  and  Latine,  on  Tuesdayes  and  Thursdayes  in 
the  Afternoons  instead  of  Lessons,  thus, 

1  Let  them  read  a  whole  Coloquie  (if  it  be  not  too 
long)  at  once  both  in  English  and  Latine,  not  minding 
to  construe  it  verbatim  at  the  first  going  it  over,  but 
to  render  the  expressions  Avholly  as  they  stand,  and 
are  answerable  one  to  another,  and  this  will  acquaint 
them  with  the  matter  in  the  book  and  enable  them  to 
read  both  the  Languages  more  readily. 

2  At  the  second  going  over,  let  them  construe  it 
Grammatically,  and  then  take  any  phrase  or  sentence 
in  the  present  Lesson,  and  make  such  other  by  it, 
changing  either  the  words,  or  some  of  their  Accidents, 
as  the  present  occasion  requireth;  ex.  gr.  As  they  say 
in  the  singular  Nvimber:  God  save  you.  Salve,  Sis 
salvus,  Jubeo  te  salvere,  or  ave;  so  make  them  say  in 
the  plural  number,  God  save  you,  Salvete,  sitis  salvi, 
o'^ubemus  vos  salvere,  or  avete.  So  likewise  when 
they  can  say,  I  thank  you,  Habeo  tibi  gratiam,  or 
habetur  tibi  a  me  gratia,  let  them  im.itate,  and  alter  it 
by  saj  ing.  We  thank  your  Father.  Habemus  Patri 
tuo    gratiam.     My    Mother    thanks    you    sir.     Mater 


*  Even  in  1660  in  England  to  speak  in  Latin  was  the 
aim  of  the  study  of  the  language;  and  Locke  thirty 
years  later  advocated  the  learning  of  Latin  as  a 
spoken  language,  by  means  of  conversations  with  a 
tutor. 


(117) 

habet  tibi  gratiam,  Domine,  or  Habetur  tibi,  Domine, 
a  matre  mea  gratia. 

When  they  have  gone  this  book  so  often  over,  as  to 
be  \N'ell  acquainted  with  its  phrases.  Let  them  proceed 
to  Corderius  Colloquies,  which  they  have  also  in 
English  and  Latine,  and  which  they  may  construe 
Grammatically,  and  cull  the  phrases  out  of  it,  to  make 
use  of  them  in  common  speaking  Latine. 

Let  them  have  a  little  paper-book,  wherein  to 
gather  the  more  familiar  phrases,  which  they  finde  in 
every  Lesson  printed  in  a  different  character,  and  let 
them  by  often  perusal  at  spare  times,  and  bearing 
them  alwayes  about  them,  get  them  so  readily  by 
heart,  as  to  be  able  to  express  themselves  in  Latine 
by  them  upon  any  meet  occasion.  And  this  v/ay  of 
Exercising  them  to  speak  according  to  their  Authors 
expressions  from  their  first  entrance  upon  Latine,  is 
the  best  expedient  that  can  be  taken  to  avoyd  Angli- 
cismes,  which  otherwise  they  are  very  prone  to,  so 
long  as  they  are  directed  only  by  Grammar-Rules, 
and  enforced  to  seek  words  in  the  Dictionary,  where 
commonl}'-  they  light  upon  that  which  is  most  improper. 

And  that  they  may  now  do  something  of  themselves 
bj^  way  of  night  exercises,  let  them  every  evening 
translate  a  verse  at  home  out  of  the  119.  Psalm,  which 
I  conceive  is  the  most  easie  for  the  purpose  of  making 
the  three  Concords,  and  some  of  the  more  necessary 
Rules  of  construction  familiar  to  them.  In  making 
their  Translations, 

1  Let  them  be  sure  to  vv'rite  the  English  very  fair 
and  true,  observing  its  just  phrases,  and  let  them  also 
make  the  like  notes  of  distinction  in  their  Latine. 

2  When  they  come  to  shew  their  Latines 
1st  Let  one  read  and  construe  a  verse. 

2nd  Let  another  tell  you  what  part  of  speech  every 
word  is,  as  well  English  as  Latine,  and  what  the  Eng- 
lish Signes  do  note. 


Following 
the  exam- 
ple of  Latin 
authors 


(ii8) 

3rd  Let  the  rest  in  order  give  you  the  right  Analysis 
of  every  word  one  by  one,  and  the  Rules  of  Nouns 
and  Verbes,  and  of  Concordance,  and  Construction, 

And  because  these  little  boyes  are  too  apt  to  blur 
and  spoyle  their  Bibles,  and  to  make  a  wrong  choyce 
of  words  out  of  a  Dictionary,  which  is  a  great  maime 
and  hinderance  to  them  in  making  Latine  (and  caused 
Mr.  Ascham  to  affirm,  that  making  of  Latines  marreth 
children)  I  think  it  not  amisse  to  get  that  Psalm,  and 
some  other  Englishes  printed  by  themselves,  with  an 
Alphabeticall  Index  of  every  word  which  is  proper  for 
its  place.  Right  choyce  of  words  being  indeed  the 
foundation  of  all  eloquence. 

On  Saturdayes,  after  they  can  say  the  Lords  Prayer, 
the  Creed,  and  the  ten  Commandments  in  English  and 
Latine,  they  may  proceed  to  the  Assemblies  Cate- 
chisme,  first  in  English,  and  then  in  Latine,  or  the  like. 
This  second  form  then  is  to  be  exercised, 

1  In  repeating  the  accidents  for  morning  parts. 

2  In  saying  Propria  quee  maribus,  Quse  genus. 
As  in  prsesenti,  for  Fore-noon  Lessons. 

3  In  reading  the  larger  Vocabulary  for  Noon  parts. 

4  In  learning  Qui  mihi,  and  afterwards  Cato,  for 
Afternoon  Lessons  on  Mondayes  and  Wednesday es, 
and  Pueriles  Confabulatiunculse,  and  afterwards 
Corderii  CoUoquia  on  Tuesdayes  and  Thursdayes 

And 

5  Translating  a  verse  out  of  English  into  Latine 
every  evening  at  home,  which  they  may  bring  to  be 
corrected  on  Fridayes,  after  all  the  weeks  Repititions 
ended,  and  return  writen  as  fair  as  possibly  they  can 
wite,  on  Saturday  mornings,  after  examinations 
ended.*  And  thus  they  may  be  made  to  know  the 
Genders  of  Nouns,  and  Preterperfect  tenses,  and 
Supines  of  Verbes,  and  initiated  to  speak  and  write 

*  Latin  constructions  in  Hoole's  English  style. 


(119) 

true  Latine  in  the  compass-e  of  a  second  year.  So 
that  to  children  betwixt  seven  and  nine  years  of  age, 
in  regard  to  their  remedilesse  inanimadvertency,  I 
allow  two  whole  years  to  practise  them  well  in  the 
Rudiments  or  Grounds  of  Grammar,  in  which  I  would 
have  the  variation  of  Nouns  and  Verbes  to  be  specially 
minded,  for  till  they  be  very  ready  in  those,  their 
progress  in  other  things  will  be  full  of  uncertainties 
and  troublesomely  tedious,  but  if  those  be  once  well 
got,  all  other  rules  which  have  not  (perhaps)  been  so 
well  understood,  will  more  easily  (as  age  increaseth) 
be  better  apprehended  and  put  in  use. 


form 


CHAP.  nil. 

how  to  make  children  of  the  third 
forme  perfect  in  the  latine  syntaxis 
commonly  called  verbum  personale; 
as  also  to  acquaint  them  with  proso- 
die;  and  how  to  help  them  to  con- 
strue AND  parse,  and  TO  WRITE,  AND 
speak    TRUE     AND     ELEGANT     LATINE. 

Children  are  commonly  taught  the  Latine 
Third  Syntaxis  before  they  be  put  to  make  use  of 

any  Latine  book  besides  it;  and  so  they  but 
can  say  it  readily  by  heart,  construe  it,  and 
give  the  force  of  its  rules  out  of  the  examples, 
they  are  thought  to  learn  it  well  enought. 
But  the  very  doing  thus  much,  is  found  to  be 
a  Vv'ork  too  tedious  with  many,  and  there- 
fore some  have  thought  good  to  lessen  the 
number  of  the  Rules,  and  others  to  dash  out 
many  examples,  as  if  more  then  one  or  two 
were  needless;  so  that  when  a  child  hath 
with  them  run  over  this  part  of  the  Grammar 
it  is  well  if  he  have  learnt  the  half  of  it,  or 
know     at  all  what  to  do  with  any  of  it. 

I   think   it  not  amisse   therefore   to   shew, 
how  it  may  be  all  gotten  understandingly  by 

(120) 


(121) 

heart,  and  settled  in  the  memory  by  continual 
practise,  which  is  the  life  of  all  learning: 

1  Let  those  then  of  this  third  forme  divide  their 
Accidents  and  Rules  of  Nounes  and  Verbs  into  ten 
parts,  whereof  they  may  repeat  one  every  Thursday 
morning,  and  make  way  for  the  getting  of  the  Syntaxe 
on  Mundaie  ,  Tuesdaies,  and  Wednes.  for  morning 
parts. 

2  Let  them  repeat  as  many  Rules  memoriter,  as 
they  are  well  able,  together  with  all  their  examples; 
and  to  help  their  understanding  therein,  you  may 
do  well  to  shew  the  meaning  of  every  lule  and  excep- 
tion beforehand,  and  to  make  them  compare  them 
with  those  in  the  English  rules  under  the  same  head, 
and  to  see  which  are  contained  in  the  Latine,  which 
are  not  in  the  English,  and  which  are  set  down  in  the 
English,  which  are  left  out  in  the  Latine. 

3  To  help  them  to  construe  well  before  they  come  to 
say,  let  them  m.ake  use  of  their  construing  books,  and 
that  they  may  better  mind  what  they  construe,  you 
may  cause  them  sometimes,  when  they  come  to  say, 
to  read  the  part  out  of  Latine  into  English. 

4  In  parsing,  let  them  give  you  the  word  governing, 
and  apply  the  word  governing  according  to  the  rule, 
and  tell  you  wherein  the  exceptions  and  observations 
difler  from  the  Geueral  rule. 

5  Let  them  have  a  paper  book  in  Quarto,  in  the 
margent  whereof  they  may  write  the  first  words  of 
every  rule,  and  exception;  and  let  them  have  as  many 
familiar  examples  (some  in  English  onely,  and  some 
in  Latine  onely)  as  may  suffice  to  illustrate  the  I'ule 
more  clearly  to  them,  and  do  you  help  them  extem- 
pore, to  turn  their  English  ones  into  Latine,  and  their 
Latine  ones  into  English,  and  having  a  space  left 
under  every  head,  let  them  fill  it  up  with  prsegnant 
Examples,  which  they  meet  with  as  they  read  their 


(122) 

Latine  Authors,  or  as  they  Translate  English  Sen- 
tences into  Latine. 

I  observe  Melancthon  and  Whittington  of  old,  and 
Mr.  Clarke,  Mr.  Comenius  and  others  of  late,  to  have 
made  subsidiaries  of  this  nature,  which  because  they 
seem  to  somewhat  overshoot  the  capacities  of  children, 
who  (as  Mr.  Ascham  observes)  are  ignorant  what  to 
say  properly  and  fitly  to  the  matter,  (as  some  Masters 
are  also  many  times)  I  have  taken  the  paines  to  make 
a  praxis  of  all  the  English  and  Latine  Rules  of  Con- 
struction and  Syntaxis,  as  they  lie  in  order,  and  to 
adde  two  Indexes;  The  first  of  English  words,  and 
the  Latine  for  them;  The  second,  of  Latine  words  and 
the  English  for  them,  with  figures  directing  to  the 
examples  wherein  thev  are  to  be  used. 

And  for  more  perspicuity  sake,  I  take  care  that  no 
example  may  touch  upon  any  rule,  that  is  not  already 
learned,  for  fear  of  pushing  young  beginners  in  this 
necessary  and  easie  way  of  translating  with  the  rule 
in  their  eye,  which  doth  best  direct  the  weakest  under- 
standings- 

Now  forasmuch  as  the  daily  reading  of  Latine  into 
English  is  an  especiall  means  to  increase  the  knowledge 
of  the  Tongues,  and  to  cause  more  heed  to  be  taken 
to  the  Grammar  Rules,  as  they  are  gotten  by  heart; 
I  would  have  those  in  this  form  to  read  every  morning 
after  prayers,  four  or  six  verses  out  of  the  Latine 
Testament,  which  they  ^\i\\  easily  do  having  before- 
hand learned  to  construe  them  word  by  word,  with 
the  help  of  their  English  Bible.  In  this  exercise, 
Let  them  be  all  well  provided,  and  do  you  pick  out 
onely  one  boy  to  construe,  and  then  ask  any  of  the 
others  the  Analysis  of  a  Noune  or  Verb  here  or  there, 
or  some  rule  of  construction,  which  you  think  they 
have  not  so  well  taken  notice  of  as  to  understand  it 
fully.     Hereby  you  may  also  acquaint  them  ^ith  the 


(123) 
rule  and  way    of   construing,   as   it  is   more   largely 
touched  in  the  following  part  of  this  chapter. 

A'.  B.  Those  children  that  are  more  industriously 
willing  to  thrive,  may  advantage  themselves  very 
much  by  pei-usal  of  Gerards  Meditations,  Thomas  de 
Kempis,  St.  Augustins  Soliloquies,  or  his  Meditations, 
or  the  like  pious  and  profitable  Books,  which  they 
may  buy  both  in  English  and  Latine,  and  continually 
bear  about  in  their  pockets,  to  read  on  at  spare  times. 

Their  forenoone  lessons  may  be  in  ^sopes  Fables, 
which  is  indeed  a  book  of  great  antiquity  and  of  more 
solid  learning  then  most  men  think.  For  in  it  many 
good  lectures  of  morality,  which  would  not  (perhaps) 
have  been  listened  to,  if  they  had  been  delivered  in  a 
plain  and  naked  manner,  being  handsomly  made  up 
and  vented  in  an  Apologue,  do  insinuate  themselves 
into   every   mans  minde. 

And  for  this  reason  perhaps  it  is  that  I  finde  it, 
and  Gesta  Romanorum  (which  is  so  generally  pleas- 
ing to  our  Countrey  people)  to  have  been  printed  and 
bound  up  both  together  in  Latine,  even  when  the 
Latine  was  yet  in  its  drosse.  And  to  let  you  see  what 
Latine  ^sop  was  there  translated  into  out  of  Greek 
by  one  Rom.ulus,  I  will  give  you  the  first  Fable  in  his 
words  ; 

DE    GALLO    EX    JASPIDE    [iaSPIDE]. 

In  sterquilinio  quidam  pullus  gallinatim,  dum 
qusereret  escam,  invenit  margaritam  in  loco  indigno 
jacentem,  quam  cum  videret  jacentem.,  sic  ait;  O 
bona  res,  in  stercore  hie  jaces.  Si  te  cupidus  in- 
venisset,  cum  quo  gaudio  rapuisset,  ac  in  pristinum 
decoris  tui  [s]tatum  redisses!  Ego  frustra  te  in  hoc 
loco  invenio  jacentem.  Ubi  potius  mihi  escam  qusero; 
et  nee  ego  tibi  prosum,  nee  tu  mihi. 

Haec  ^sopus  illis  narrat,  qui  ipsum  legunt  et  non 
intelligunt.     ***** 


(124) 

No  sooner  did  the  Latine  Tongue  endeavor  to  re- 
cover its  pristine  purity,  by  the  help  of  Erasmus  and 
other  eminent  men  of  learning  in  his  time,  but  the 
Greek  Coppy  of  ^sop  is  translated  by  him  and  his 
Contemporaries,  every  one  striving  to  outstrip  another 
in  rendering  it  into  good  Latine;  and  it  is  observable 
that  the  Stationers  Coppy  (which  is  generally  used 
in  Schooles)  is  a  meere  Rapsodie  of  some  fragments 
of  these  several  mens  Translations;  whence  it  is  that 
one  and  the  same  Fable  is  sometimes  repeated  thrice 
over  in  several  words,  and  that  the  stile  of  the  Book 
is  generally  too  lofty  in  its  self  for  Children  to  appre- 
hend on  a  suddain;  I  have  for  their  sakes  therefore 
turned  the  whole  Book,  such  as  I  found  it,  into  proper 
English,  answerable  to  the  Latine,  and  divided  both 
into  just  periods,  marked  with  figures,  that  they  may 
more  distinctly  appear,  and  be  more  easily  found  out 
for  use  or  imitation;  and  though  I  observed  some 
words  and  phrases  scarce  allowable  in  many  places 
of  the  book,  yet  I  was  loath  to  make  any  alteration, 
except  in  a  few  grosse  errors,  and  especially  one  that 
quite  perverted  the  sense  of  the  Fable,  and  appeareth 
to  be  a  mistake  in  the  Translator  from  the  Greek 
Coppy,  which  is  thus:  Movids  kai  QXcoTfrjz.  Movioi 
ayytoi  £7Ci  rivoi  eiraii  devdpov  tov?  oSovra?  eSr/ysy, 
which  is  well  latinized  by  one  thus.  Aper  et  Vulpes 
Aper  quum  cuidam  adstaret  arbori,  dentes  accuebat. 

But  the  unknoAvn  Translator  of  this  Fable  (and  the 
rest  that  yet  passe  sub  incerto  interprete)  reading 
perhaps  Moros  instead  of  uovioi,  or  finding  that  uovioi 
doth  sometimes  signifie  like  an  adjective  solitaiius, 
solitu dines  captans,  &c.,  renders  it  into  pure  non- 
sence,  and  in  other  words  also  differing  from  the 
Greek,  thus  Singulare  animal,  et  vulpes.  Singularis 
agrestis,  super  quadam  sedens  arbore,  dentes  acuebat. 
Which  one  having  lately  translated  into  English 
verse,  with  the  Picture  before  it,  hath  prettily  devised 


(125) 

a  Rhinocerote  to  stand  by  a  tree,  and  to  whet  his 
teeth  against  it;  whereas  the  Latine  hath  it,  super 
quadam  sedens  arbore,  which  is  unpossible  for  such 
an  huge  beast  to  do.*  I  have  therefore  put  out  the 
Singularis,  and  made  it,  Aper  agrestis,  according  to 
an  ancient  Greek  Coppy  which  I  have,  and  I  English 
the  clause  thus;  Lib.  2,  Fab.  133.  A  wilde  Boar 
standing  by  a  tree  whetted  his  tuskes.  This  I  have 
noted  obiter,  to  acquaint  the  more  judicious  with  my 
reason  of  altering  those  words,  and  to  save  the  less 
experienced,  some  labour  in  searching  out  the  mean- 
ing of  them,  seeing  they  passe  yet  uncorrected  in  the 
Latine  Book. 

Let  them   procure  ^sops   Fables  then  in  English 
and  Latine,  and  the  rather  because  they  will  take  de- 
light in  reading  the  Fables,  and  the  moral  in  a  Lan- 
guage which   they   ah-eady  understand,   and  will  be 
helped  thereby  to  construe  the  Latine  of  themselves. 
And  herein   I  w^ould  have  them  to   take  the  whole  Hoole's 
Fable  and  its  moral  at  one  Lesson  (so  that  it  do  not   order  in 
exceed    six    periods)    which    they    should    first   read   translating 
distinctly;    secondly,    construe    Grammatically,    and 
then  render  the  proper  phrases;  thirdly,  passe  accord- 
ing to  the  Grammatical  order  as  they  construed,  and 

*  Hoole  here  shows  the  difficulties  teachers  and 
pupils  had  with  some  Latin  "readers".  A  corrupt 
Greek  text  taken  in  good  faith  was  translated  in  this 
instance  into  nonsensical  Latine,  and  the  absurdity 
carried  further  when  Mono?  having  the  meaning 
"solitary"  was  translated  singularis;  and  singularis 
taken  in  its  secondary  sense  of  remarkable,  a  rhin- 
ocerus  was  pictured  by  one  translator  into  English 
verse  sharpening  his  tusks  against  a  tree,  though 
the  fable  describes  him  as  "sitting  on  a  certain  tree". 
Rhinocerote  is  an  obsolete  form  found  also  in  Ben 
Jonson  for  rhinocerus.     (Gk.  pivokipoo<;,  oort?) 


(126) 

not  as  the  words  stand,  And  then  be  sure  they  can 
decline  all  the  Nounes,  and  conjugate  the  Verbes, 
and  give  the  Rules  for  the  Genders  of  the  one,  and 
the  Preterperfect  tenses  and  Supines  of  the  other; 
as  also  for  the  concordance  and  construction,  either 
out  of  the  English  Rules,  or  Latine  Syntaxe,  or  both 
as  they  can  have  learned  them. 

Let  them  sometimes  write  a  Fable  fair  and  truly 
over,  according  to  the  printed  Book,  both  in  English 
and  Latine,  and  sometimes  translate  one,  word  by 
word  in  that  order,  in  which  they  construed  it;  and 
this  will  inure  them  to  Orthography. 

That  they  may  learn  to  observe  and  get  the  true 
Latine  order  of  placing  words,  and  the  puritj'  of  ex- 
pression either  in  English  or  Latine  Style,  let  them 
imitate  a  period  or  more  in  a  lesson,  turning  it  out  of 
English  into  Latine,  or  out  of  Latine  into  English. 
"Working  A  Cock,  as  he  turned  over  a  dunghill  found  a  pearl, 
from  model  saying,  why  do  I  find  a  thing  so  bright?  And  in 
sentences  Latine,  Gallus  gallinaceus,  dum  vertit  stercorarium 
ofifendit  gemman;  Quid,  inquiens,  rem  sic  nitidam 
reperio?  They  may  imitate  it  by  this  or  the  like 
expression;  As  a  beggar  raked  in  a  dunghill,  he  found 
a  purse,  saying;  why  do  I  finde  so  much  money  here? 
Mendicus  dum  vertit  stercorarium,  offendit  cru- 
menam;  quid  inquiens,  tantum  argenti  hie  reperio? 
By  thus  doing,  they  m.ay  learn  to  joyne  Examples 
out  of  their  lessons  to  their  Grammar  Rules  (which 
is  the  most  lively  and  perfect  way  of  teaching  them) 
and  to  fetch  a  Rule  out  of  their  Grammar  for  every 
example,  using  the  Grammar  to  find  Rules,  as  they 
do  the  Dictionary  for  words,  till  they  be  very  perfect 
in  them. 

Their  afternoons  Parts  may  be  to  construe  a  Chap- 

The  Janua     ^^^  ^^  Janua  linguarum  which  -will  instruct  them  in 

TAiumarum     *^^  nature,  as  well  as  in  the  Names  of  things;  and 

after  they  have  construed,  let  them  try  who  can  tell 


(  127) 

you  the  most  words,  especially  of  those,  that  they 
have  not  met  with,  or  well  observed  in  reading  else- 
where. For  afternoons  lessons  on  Mondayes,  and 
Wednesdayes,  let  them  make  use  of  Mantuanus,  Virgil 
which  is  a  Poet  both  for  stj  le  and  matter,  very  fa-  recom- 
miliar  and  grateful!  to  children,  and  therefore  read  mended 
in  most  Schooles.  They  may  read  over  some  of  the 
Eclogues,  that  are  less  offensive  then  the  rest,  taking 
six  lines  at  a  lesson,  which  they  should  first  commit 
to  memory,  as  they  are  able.  Secondly,  construe. 
Thirdly,  Parse.  Then  help  them  to  pick  out  the 
Phrases,  and  Sentences;  which  they  may  commit  to 
a  paper-book;  and  afterwards  resolve  the  m.atter  of 
their  lessons  in  an  English  period  or  two,  which  they 
may  turn  into  proper  and  elegant  Latine,  observing 
the  placing  of  v.ords,  according  to  prose.  Thus  out 
of  the  first  five  verses  in  the  first  Eclogue, 

Fauste,  precor;  gelida  quando  pecus  omne  sub  umbra 
Rum.inat,  antiques  paulum  recitemus  amores. 
Ne  si  forte  sopor  nos  occupet  uUa  ferarum. 
Quae  modo  per  segetes  tacite  insidiantur  adultas 
Sseviat  in  pecudes.     Melior  vigilantia  somno. 

One  may  make  such  a  period  as  this; 

Shepherds  are  wont  sometim^es  to  talke  of  their 
old  loves,  whilest  the  cattel  chew  the  cud  under  the 
shade;  for  fear,  if  they  should  fall  asleep,  some  Fox 
or  Wolf,  or  such  like  beast  of  prey,  which  either  lurk 
in  the  thick  woods,  or  lay  wait  in  the  grown  corn, 
should  fall  upon  the  cattel.  And  indeed,  watching 
is  farre  more  commendable  for  a  Prince,  or  Magis- 
trate, then  immoderate,  or  unseasonable  sleep. 

Pastores  aliquando  dum  pecus  sub  umbra  ruminat, 
antiques  suas  amores  recitare  solent;  ne,  si  sopor 
ipsos  occupet,  vulpes,  aut  lupus,  aut  aliqua  ejus 
generis  fera   prsedabunda,   quae  vel   in   densis    sylvis 


(128) 

latitant,  vel  per  adultas  segetes  insidiatur,  in  pecudes 
sseviat;  Imo  [=immo]  enimvero,  Principi  vel  Magis- 
tratui  vigilantia  somno  immodico  ac  intempestivo 
multo  laudabilior  est.  And  this  will  help  to  prepare 
their  invention  for  future  exercises,  by  teaching  them 
to  suck  the  marrow  both  of  words  and  matter  out  of 
all   their   Authors. 

The  reason  why  I  desire  children  (especially  those) 
of  more  prompt  wits,  and  better  memories,  may  re- 
peat what  they  read  in  Poets  by  heart  (as  I  should 
have  them  translate  into  English  what  they  read  in 
Prose)  is,  partly  because  the  memory  thrives  best  by 
being  often  exercised,  so  it  be  not  overcharged;  and 
partly  because  the  roundnesse  of  the  verses  helpeth 
much  to  the  remembrance  of  them,  wherein  boyes  at 
once  gain  the  quantity  of  syllables,  and  abundance 
of  matter  for  phansie,  and  the  best  choyce  of  words 
and  phrases,  for  expression  of  their  minde.    k 

On  Tuesday es  and  Thursday es  in  the  afternoon 
(after  they  have  done  with  Corderius)  they  may  read 
Helvici  Colloquia  (which  are  selected  out  of  those  of 
Erasmus,  Ludovicus  Vives  and  Schottenius)  and  after 
they  have  construed  a  Coloquie,  and  examined  some 
of  the  hardest  Grammar  passages  in  it,  let  them  all 
lay  aside  their  books,  save  one,  and  let  him  read  the 
Colloquie  out  of  Latine  into  English,  clause  by  clause, 
and  let  the  rest  give  it  him  again  into  Latine,  every 
man  saying  round  as  it  comes  to  his  turn.* 

And  this  will  make  them  to  mind  the  words  and 
phrases  before  hand,  and  fasten  many  of  them  in  their 
memories.  Help  them  afterwards  to  pick  out  the 
phrases  and  let  them  write  them  (as  they  did  others) 
in  a  pocket  paper  book.  Cause  them  sometimes  to 
imitate  a  whole  Colloquie,  or  a  piece  of  one;  and  let 

*  Hoole  is  thoroughly  alive  to  methods  of  varying 
the  teaching. 


(129) 

them  often  strive  to  make  Colloquies  amongst  them- 
selves, talking  two  or  three,  or  more  together  about 
things  familiar  to  them,  and  inserting  as  many  words 
and  phrases  as  they  can  well  remember  to  be  proper 
for  the  present  out  of  any  of  the  Authors;  and  these 
they  should  shew  you  fair  WTitten,  with  a  note  of  the 
page  and  line,  where  they  borrowed  any  expression  not 
used  before,  set  down  in  the  margent  of  their  exercise. 
And  this  will  make  them  industriously  to  labour  every 
day  for  variety  of  expressions,  and  encourage  them 
much  to  discourse,  when  they  know  themselves  to  be 
certain  in  what  thej'  say,  and  that  they  can  so  easily 
come  by  La  tine,  to  speak  their  mindes  upon  any 
occasion. 

But  if  instead  of  Mantuan,  you  think  good  some- 
times to  make  use  of  Castalions  Dialogues,  you  may 
first  m.ake  them  read  the  history  in  the  Bible  by  them- 
selves apart,  and  then  hear  them  construe  it  Dialogue- 
wise,  pronouncing  every  sentence  as  emphetically  as 
may  be  afterwards.  One  may  read  it  in  English,  and 
the  rest  answer  him  in  Latine  clause  by  clause,  as  is 
already  mentioned  concerning  the  Colloquies. 

And  to  help  them  somewhat  the  better  to  construe 
for  themselves,  you  may  direct  them  (according  to 
the  Golden  Rule  of  construing,  commended,  and  set 
down  at  large  by  industrious  Mr.  Brinsley,  in  the  93, 
and  94  pages  of  his  Gram.mar  School)  to  take 

1  The  Vocative  Case,  and  that  which  depends  upon 
it. 

2  The  Nominative  case  of  the  principal  verb,  and 
that  which  dependeth  upon  it. 

3  The  Principal  verb,  and  that  which  serveth  to 
explain  it. 

4  The  Accusative  case,  and  the  rest  of  the  cases 
after  it,  And  herein,  cause  them  to  observe,  that 
Interrogatives,    Relatives   and   Conjunctions,   use   to 


(  130) 

go  before  all  other  words  in  construing;  and  that  the 
Adjective,  and  the  Substantive,  the  Adverb,  and  the 
Verb,  the  Preposition,  and  its  casual*  word,  go  for 
the  most  part  together.  But  be  sure  to  teach  them 
often,  to  cast  the  words  of  a  period  into  their  natural 
or  Grammatical  order;  according  to  which  they  must 
construe;  and  to  know  the  signification  of  every  word 
and  phrase  proper  for  its  place;  and  withall,  let  them 
have  in  mind  the  chief  matter,  drift,  and  cricumstances 
of  a  place,  according  to  the  verse 

Quis,quid,  cui,  causae,  locus,  quo  tempore, prima,  sequela. 

Which  biddeth  one  to  heed,  who  speaks,  what  is 
spoken,  to  whom  he  speaks,  upon  what  occasion,  or 
to  what  end  he  speaks,  at  what  time  a  thing  was  done 
or  spoken,  what  went  immediately  before,  and  what 
followeth  next  after.  And  if  either  the  construing 
be  against  sense,  or  Grammar  Rule,  let  them  try  again 
another  way. 

To  exercise  them  in  som.ething  (besides  the  getting 
of   Gramm^ar   parts)  at  home,   let  them   every   night 
turn  two  verses  out  of  the  Proverbs  of  Solomon  into 
Latine,  and  write  out  two  verses  of  the  New  Testament 
Practice  Grammatically   construed;   and   let   them   ever   more 

better  than     *'^^^  heed  to  spell  every  word  aright,  and  to  marke 
J  the  pauses,  or  notes  of  distinction  in  their  due  places, 

for  by  this  m.eanes  they  will  profit  more  in  Orthogra- 
phy, then  by  all  the  Rules  that  can  be  given  them; 
and  they  will  mand  Etymologic,  and  Syntaxis,  more 
by  their  own  daily  practice,  then  by  ten  times  repe- 
tition without  it. 

On  Saturday es,  after  they  can  say  the  Assemblies 
Catechisme  in  English  and  Latine,  you  may  let  them 

*  Probably,  in  the  sense  of  incidental,  the  word 
happening  to  be  joined  v.ith  it;  elsewhere,  Hoole  uses 
the  same  word. 


(131) 

proceed  with  Perkins  six  Principles,  and  when  they 
have  repeated  as  much  as  they  can  well  by  heart,  you 
may  cause  them  to  read  it  out  of  English  into  Latin, 
your  self  ever  and  anon  suggesting  to  them  the  pro- 
priety of  words  and  phrases,  where  they  are  at  a  losse, 
and  directing  them,  after  they  have  once  made  it 
Grammatically,  to  cast  it  into  the  artificiall  order  of 
Latine  style.  And  then  let  them  go  to  their  places, 
and  -RTite  it  fair  and  truly  in  a  little  paper  book  for 
the  purpose. 

If  out  of  every  Lesson  as  they  parse  this  little  Cate- 
chisnie,  you  extract  the  Doctrinall  points,  by  way  of 
Propositions,  and  annex  the  Proofs  of  Scriptures  to 
them,  which  are  quoted  in  the  Margent,  as  you  see 
Mr.  Perkins  hath  done  in  the  beginning  of  the  Book, 
and  cause  your  Scholars  to  write  them  out  all  fair  and 
at  large,  as  they  finde  them  in  their  Bibles;  it  will  be 
a  profitable  way  of  exercising  them  on  the  Lords  day, 
and  a  good  means  to  improve  them  in  the  reall  knowl- 
edge of  Christianity. 

Now  forasmuch  as  I  have  observed,  that  children 
about  nine  years  of  age,  and  few  till  then,  begin  to 
relish  Grammar,  so  as  of  themselves  to  seek  into  the 
meaning  of  Rules,  thereby  to  conceive  the  reason  of 
Speech;  I  now  judge  it  requisite  for  this  form  to  be 
made  throughly  acquainted  with  the  whole  body  of 
it.  Therefore,  after  thej^  have  gone  over  the  plain 
Syntaxis  two  or  three  times  by  morning  parts,  as  is 


Sunday 
lessons 


Latin  for 
children 
nine  years 
of  age* 


*  Hocle's  scheme  of  schools  would  seem  to  have 
made  the  three  years  under  the  usher  in  the  lower 
gramm.ar  school  to  be  those  between  eight  and  eleven. 
He  speaks  again  at  the  end  of  the  present  chapter  of 
the  age  of  nine.  This  suggests  that  in  actual  practice 
children  began  Latin  often  at  seven,  and  that  they 
were  able  to  finish  the  lower  grammar  course  in  their 
tenth    year. 


(132) 
shewed,  and  have  got  it  pretty  well  by  heart  (for 
which  I  judge  three  quarters  of  a  year  will  be  time 
sufficient)  you  may  let  them  divide  the  whole  Syntax 
into  12  parts;  reckoning  them  according  to  the  sev- 
erall  heads  of  it;  thus:  The  first,  De  Concordantia 
Nomxinativi  et  Verbi  Substantivi  et  Adjectivi,  Relativi, 
et  Antecedentis.  The  second,  de  Constructione  Sub- 
stantivorum,  et  Adjectivorum  cum  Genitivo.  The 
third,  de  constructione  Adjectivorum  cum  Dativo, 
Accusative  et  Ablativo.  The  fourth,  de  constructione 
Pronominum.  The  fifth,  de  constructione  verborum 
cum  Nominative  and  Genitivo.  The  sixth,  de  con- 
structione verborum  cum  Dativo,  et  Accusative. 
The  seventh,  de  constructione  verborum  cum  Abla- 
tivo. The  eighth,  de  Gerundiis  et  Supinis,  et  de 
Tempore  et  Loco.  The  ninth,  de  constructione  Im- 
personalium  et  Participiorum.  The  tenth,  de  con- 
structione Adverbiorum.  The  eleventh,  de  construc- 
tione Conjunctiorum.  The  twelfth,  de  constructione 
Prepositionum,  et  Interjectionum.  All  which  twelve 
you  may  adde  to  the  thirty  parts  in  the  Accidents, 
and  Propria  quae  maiibus,  fee,  and  let  your  Scholars 
bestow  a  moneths  time  together  in  repeating,  and 
examining  the  Accidents,  and  thus  farre  of  the  Gram- 
mar, (both  for  Parts  and  Lessons)  till  they  have 
thorowly  made  it  their  own;  and  that  they  may  be 
better  conceived  how  it  hangeth  together,  and  what 
use  they  are  to  make  of  its  several  parts,  you  should 
make  them  run  over  the  Heads  of  it,  and  give  them 
an  Analysis  of  their  dependency  one  upon  another. 

After  this  they  may  more  understandingly  proceed 
to  the  Figures  of  words  and  construction;  the  defini- 
tions whereof,  and  their  Examples  they  need  onely 
get  by  heart;  and  for  that  purpose  do  you  note  them 
out  with  a  pen,  and  in  explaining  of  them,  give  as 
many  examples  as  m.ay  make  them  fully  to  apprehend 
their  meaning.     But  when  they  have  said  the  Defini- 


tion  of  one  or  more  Figures  at  a  part  by  heart,  you 
may  cause  them  to  construe  all  they  find  concerning 
it;  and  to  help  them  in  so  doing  (they  that  are  other- 
wise lesse  able)  may  m.ake  use  of  Mr.  Stockwoods 
little  book  or  Figura  construed.  Then  let  them  go  on 
to  Prosodia;  for  their  more  easie  understanding  of 
which,  as  they  proceed  in  it:  you  may  tell  them  the 
meaning  of  it  in  brief,  thus; 

Prosodia,  being  the  last  part  of  Grammar,  teacheth 
the  right  pronunciation  of  words,  or  the  tuning  of 
Syllables  in  words,  as  they  are  pronounced;  and  there- 
fore it  is  divided  into  a  Tone,  or  Accent,  a  Spirit,  and 
a  Time,  whereof  a  Tone  ordereth  the  tune  of  the 
voj'ce,  shewing  in  what  syllables  it  is  to  be  lifted  up, 
and  let  down,  and  in  what  both  to  be  lifted  up,  and 
let  down;  So  that  there  are  three  Tones,  a  Grave, 
which  is  seldom  or  never  made,  but  in  the  last  syllable 
of  such  words  as  ought  to  have  had  an  Acute  in  the 
last  syllable  and  that  in  the  contexture  of  the  words 
in  this  manner;  Ne  si  forte  sopor  nos  occupet.  An 
Acute,  which  is  often  used  to  difference  some  Vv'ords 
from  others,  as  una,  together,  sedulo  diligently, 
remain  acuted  at  the  end  of  a  speech  and  in  continu- 
ation of  speech  have  their  acute  accents  turned  into 
a  Grave,  to  make  them  differ  from  una,  one,  and 
sedulo,  diligent.  A  Circumflex  which  is  often  marked 
to  denote  a  lost  syllable,  as  amarunt,  for  amaverunt. 
A  spirit  ordereth  the  breath  in  uttering  syllables, 
shewing  where  it  is  to  be  let  out  softly,  and  where 
sharply;  as,  in  ara  an  Altar,  and  hara  a  swine  coate. 
The  milde  spirit  is  not  marked,  but  the  weak  letter 
h  being  used  as  a  note  of  aspiration  only,  and  not 
reckoned  as  a  Consonant,  serveth  to  express  the  sharp 
spirit.  Theie  are  three  Rules  of  Accents,  which  are 
changed  by  Difference,  Transposition,  Attraction, 
Concision,  and  Idiome.  Time  sheweth  the  measure, 
how  long  while  a  syllable  is  to  be  in  pronouncing, 


034) 

not  at  all  regarding  the  Tone.  A  long  sv  liable  Ls  to 
be  a  longer  while,  and  a  short,  a  shorter  while  in 
pronouncing.  Of  long  and  short  syllables,  put  to- 
gether orderly,  feet  are  made,  and  of  feet,  verses. 

4  Now  to  know  when  a  syllable  is  long  or  short, 
there  are  Rules  concerning  the  first,  the  middle  and 
last  syllables,  so  that  if  one  m.inde  in  what  part  of  a 
word  the  syllable  stands,  he  may  easily  find  the  Rule 
of  its  quantity. 

The  summ.e  of  Prosodia  being  thus  hinted  to  them, 
they  may  get  it  by  heart,  at  morning  Parts;  and  if 
they  cannot  construe  it  well  by  them.selves,  they 
m.aj'  be  helped  by  a  little  bock  made  by  Barnaby 
Ham^pton,  called  Prosodia  construed,  But  be  sure 
that  they  can  read  you  every  part  into  English,  and 
tell  j'ou  the  true  m^eaning  of  it.  Your  own  frequent 
examination  will  be  the  best  way  to  know  whether 
they  understand  it  or  not.  And  to  prepare  them  for 
the  practice  of  it  in  making  verses,  I  would  first  let 
them  use  it  in  learning  to  scan  and  prove  Hexameter 
verses  onely,  out  of  Cato  or  Mantuan,  or  such  Authors 
as  they  have  read,  thus: 

1  Let  them  ^\Tite  a  verse  out,  and  divide  into  its 
just  feet,  giving  a  dash  or  stroke  betwixt  every  one; 
and  let  them  tell  you  what  feet  they  are.  and  of  what 
syllables  they  consist;  and  why  they  stand  in  such  or 
such  a  place;  as 

Si  Deus  -  est  ani  -  mus  no  -  bis  ut  -  carmina  -  dicunt. 
Hie  tibi  -  prsecipu  -  e  sit  -  pura  -  mente  co  -  lendus. 

2  Let  them  set  the  mark  of  the  Time  or  Quantity 
over  everj'  syllable  in  every  foot,  and  give  you  the 
reason  (according  to  the  Rules)  why  it  is  there  noted 
long,  or  short;  as 

Si  Deus  -  est  ani  -  mus  no  -  bis  ut  -  carm.ina  -  dicunt. 

Hie  tibi  -  praecipu  -  e  sit  -  pura  -  mente  co  -  lendus. 


(135) 

Let  them  now  divide  Figura  and  Prosodia  into  six 
parts:  The  first,  de  Figuris  Dictionis,  et  Construc- 
tionis,  The  second,  de  Tonis  et  Spiritibus.  The  third, 
de  Carminum  ratione,  et  generibus.  The  fourth,  de 
quantitate  primarum  syllabarum;  The  fifth,  de  mediis 
syllabis.  And  the  sixth,  de  ultimis  sjllabis;  which 
they  may  adde  to  the  forty  two  parts  afore  mentioned, 
and  keep  by  constant  repetition  of  one  of  them  every 
day,  till  they  can  say  them  all  very  well  by  heart,  and 
give  a  perfect  account  of  any  thing  in  them. 

Then  let  them  begin  the  Accidents,  and  go  thorow 
it,  and  the  whole  Latine  Grammar  at  twelve  parts, 
onely  construing  and  giving  an  account  of  the  by- 
Rules,  but  saying  all  the  rest  by  heart;  so  that  the 
first  part  may  be  The  Introduction,  The  Second,  The 
Construction  of  the  eight  parts  of  Speech.  The  third 
Orthographia.  The  fourth  Etymologia,  so  farre  as 
concerns  the  Species,  Figure,  Number,  Case,  and  Gen- 
der of  Nounes.  The  fifth,  concerning  the  Declensions 
(including  Quae  genus)  and  the  comparison  of  Nounes. 
The  sixth,  concrening  a  Pronoun  and  a  Verb.  The 
seventh,  concerning  a  Participle,  an  Adverb,  a  Con- 
junction, a  Preposition,  and  an  Interjection.  The 
eighth,  Syntaxis,  so  far  as  concerns  the  Concords, 
and  the  Construction  of  Nounes.  The  ninth,  concern- 
ing the  Construction  of  Verbs.  The  tenth,  concern- 
ing the  Construction  of  Participles,  Adverbs,  Con- 
junctions, Praepositions,  and  Interjections.  The 
eleventh  concerning  Figures,  Tones,  and  Spirits.  The 
twelfth,  concerning  the  manner  of  Verses,  and  the 
quantitj^  of  Syllables.  Now  in  repeating  these  parts, 
I  do  not  enjoyn  that  onely  one  boy  should  say  all, 
though  I  would  have  every  one  well  prepared  to  do 
so;  but  that  one  should  say  one  piece,  and  another 
another,  as  you  please  to  appoint  either  orderly 
throughout  the  Form,  or  picking  out  here  and  there 
a  boy   at  your   own   discretion.     According   to   this 


(  136  ) 

division,  the  whole  Accidents  and  Grammar  maj-  be 
Constant  j^jn  over  once  in  a  moneths  space,  and  continued  in 
repetition  j^^e  upper  Formes,  by  repeating  one  part  onely,  and 
of  grammer  constantly  in  a  week,  so  as  it  may  never  be  forgotten 

at  the  Schoole. 

This  form  in  short,  is  to  be  employed  about  three 

quarters  of  a  year. 

1  In  reading  four  or  six  verses  out  of  the  La  tine 
Testament  every  miorning,  immediately  after  Prayers. 

2  In  repeating  Syntaxis  on  Mondayes,  Tuesdayes, 
and  Wednesdayes,  and  the  Accidents,  and  Propria 
quae  maribus,  &c.,  on  Thursdayes  for  miOrning  parts. 

3  In   j^'sops  Fables  for  fore-noone  Lessons. 

4  In  Janua  Linquarum  for  After-noons  Parts. 

5  In  Mantuan  for  Afternoons  Lessons  on  Mondayes 
and  Wednesdayes;  and  in  Helvicus's  Coloquies  on 
Tuesdayes,  and  Thursdayes. 

6  In  the  Assemblies  Catechisme,  on  Saturdayes  for 
Lessons. 

7  In  translating  every  night  two  verses  out  of  the 
Proverbs  into  Latine,  and  two  out  of  the  Latine 
Testament  into  English,  which  (with  other  dictated 
Exercises)  are  to  be  corrected  on  Fridayes,  after 
repetition  ended,  and  shewed  fair  written  on  Saturday 
mornings;  but,  because  their  v.its  are  now  ripened 
for  the  better  understanding  of  Grammar,  and  it  is 
necessary  for  them  to  be  made  wholly  acquainted 
with  it,  before  they  proceed  to  the  exact  reading  of 
Authors,  and  making  Schoole-exercises,  I  would  have 
them  spend  one  quarter  of  a  yeare,  chiefly  in  getting 
Figura,  and  Prosodia,  and  making  daily  repetition 
of  the  whole  Accidents  and  Common  Grammar.  So 
that  this  third  year  will  be  well  bestowed  in  teaching 
children  of  betAvixt  nine  and  ten  yeares  of  age  the 
whole  Grammar,  and  the  right  use  of  it  in  a  method 
answerable  to  their  capacities,  and  not  much  differing 
from  the  common  rode  of  teaching. 


CHAP.  V. 

HOW  TO  TRY  CHILDREN  TO  THE  UTMOST, 
WHETHER  THEY  BE  WELL  GROUNDED  IN 
THE  grammar;  and  HOW  TO  GO  MORE 
EXPEDITIOUSLY  TO  WORK  IN  TEACHING 
THE  LATINE  TONGUE,  TO  THOSE  THAT 
ARE  AT  YEARS   OF  DISCRETION, 

It  is  an  ordinary  course  in  most  of   our  -r,      ,,     . 

J       ^  xtGSUltS   01 

Grammar  Schooles,  for  the  Usher  to  turn  y^^^  ground- 
over  his  Scholars  to  the  higher  Master,  ing 
after  they  have  gone  through  the  Grammar, 
and  (with  som.e)  been  exercised  in  constru- 
ing and  parsing  here  and  there  a  piece  of 
the  forementioned  lower  Authors,  and  in 
turning  English  Sentences  or  dictates  into 
La  tine;  but  oftimes  it  cometh  to  passe,  that 
partly  through  the  Ushers  want  of  skill  or 
care  to  insist  upon  those  things  chiefly,  and 
most  frequently,  which  are  the  most  neces- 
sary to  be  kept  in  minde,  and  partly  through 
childrens  want  of  heed,  who  are  apt  to  hud- 
dle over  all  Parts  and  Lessons  alike,  not 
observing  what  use  they  are  to  make  of  any 
one  in  particular,  more  then  another;  there 
is  no  sure  foundation  laid  for  the  Master 
to   build    safely   upon,   which   causeth    him 

(137) 


(138) 
(if  he  be  not  very  discreet)  to  cast  off  many 
boyes  as  unfit  by  him  to  be  further  wrought 
upon,  or  continually  to  fret,  and  grieve  him- 
self to  see  his  Scholars  so  often  mistake 
themselves  in  any  Taske  or  Exercise  that 
he  setteth  them  about.  And  the  poor  chil- 
dren, being  all  this  while  sensible  of  their 
own  unperfectness  in  the  first  Grounds,  are 
daunted  to  see  their  Master  so  often  angry 
with  them,  and  that  they  are  no  better  able 
to  perform  their  work  to  his  better  satisfac- 
tion, which  they  would  gladly  do,  if  thev 
did  but  a  little  understand  how  to  go  about 
it.  Some  also  preconceiting  a  greater  diffi- 
culty to  be  in  learning,  then  they  have  hitherto 
met  withall,  and  not  knowing  how  to  en- 
counter it,  because  utterly  discouraged  with 
the  thoughts  of  a  new  change,  chuse  rather 
to  forsake  the  School,  then  proceed  to  obtain 
the  Crown  of  their  by-past  labours;  I  mean 
the  sweetness  of  learning,  which  they  are 
now  to  gain  under  the  Master;  For  after 
children  are  once  well  grounded  by  the 
Usher,  thev  will  go  on  with  ease  and  cheer- 
fulness under  the  Master,  delighting  to  read 
pure  Language,  and  variety  of  matter  in 
choyce  Authours,  and  to  exercise  their  wits 
in  curious  phansies;  and  it  will  be  an  extra- 
ordinary comfort  to  the  Master,  to  see  his 
Scholars  able  to  run  on  of  themselves,  if  he 
but  once  show  them  the  w^ay  to  perform  any 


(139) 
Task  that  he  propoundeth  to  them.  It  is 
necessary  therefore  for  the  Master,  before 
he  take  Scholars  to  his  onely  charge,  to  see 
first,  that  they  understand  the  Rudiments, 
or  Grounds  of  Grammar,  and  then  the 
whole  Grammar  it  self,  and  that  they  can 
thorowly  practise  them,  but  especially  to 
help  those  in  the  understanding  and  exercise 
thereof,  that  by  reason  of  sickness,  or  the 
like  accident  have  bin  oftener  absent,  or  that 
have  not  been  so  long  at  the  School  as  their 
fellowes,  or  who  by  reason  of  their  age  or 
stature,  will  quickly  think  it  a  shame  to  be 
left  under  the  Usher  behinde  the  rest.  Now 
to  try  whether  a  childe  be  well  grounded  or 
not,  this  course  may  be  taken; 

1  Let  him  take  some  easie  Fable  in  iEsop,  or  any 

other  piece  of  familiar  Latine,  and  let  him  construe  Test  of 
it  of  himself  according  to  the  directions  given  in  my  thorough 
Grounds  of  Grammar  L.  2,  C.  13.  grounding 

2  Then  let  him  write  down  the  English  alone, 
leaving  a  large  space  betwixt  every  line,  wherein  he 
should  afterwards  write  the  Latine  words  answerable 
to  the  English;  ex.  gr. 

DE    SENE    VOCANTE  MORTEM 
OF  AN  OLD  MAN  CALLING  DEATH 

Quidam    senex    portans    fascem    lignorum    super 
An  old  man  carrying  a  bundle  of  sticks  upon  his 

humeros,      ex      nemore      cum         defessus     esset 
shoulders,  out  of  a  Forest,  when  he  was  weary  with  the 

longa  via  vocanit  mortem       fasce  deposito 

long  way  called  death,  the  bundle  being  laid  down 


(  ho) 

humi.  Ecce!   mors  advenit,       et      rogat 

on   the  ground.     Behold   death   cometh,   and  asked 

causam  quamobrem  vocaverat  se;  Tunc       sen  ex 
the  cause  why  he  had  called  him;  Then  the  old  man 

ait        ut  imponeres  hunc  fascem  lignorum 

saith,  that  thou  mightest  lay  this  bundle  of  sticks 

upon  my  shoulders, 
super     humeros. 

3  Let  him  next  tell  you  what  part  of  speech  every 
word  is  as  well  English  as  Latine,  and  write  them 
down  (as  I  have  also  shewed  formerly)  under  so 
many  figures,  joyning  the  English  signes  to  the  words 
to  which  they  belong;  beginning  to  reckon,  and  pick 
up  first  all  the  Nouns,  and  then  the  rest  orderly, 
after  this  manner. 


Senex 

An  old  man 

Fascem 

A  bundle 

Lignorum 

of  sticks 

Humeros 

shoulders 

Nemore 

a  forest 

Longa 

long 

Via 

a  way 

Mortem 

death 

Fasce 

the  bundle 

Humi 

on  the  ground 

Mors 

death 

Causam 

the  cause 

Quidam 

an  or  one 

Se 

him 

Hunc 

this 

( 

141 
3. 

) 

Defessus  esset 

"was  weary 

Vocavit 

called 

Advenit 

cometh 

Vocaverat 

had  called 

Rogat 

asked 

Imponeres 

thou  mightest  lay 

Ait 

saith 

Portans 

4. 

carrying 

Deposito 

s 

being  laid 

Cum 

0. 

when 

Ecce 

behold 

Tunc 

6. 

then 

Que 

and 

Quamobrem 

I 

wherefore 

Ut 

7. 

that 

Super 

upon 

Ex 

out  of 

4  Let  him  decline  any  one  of  more  Nounes,  and 
Conjugate  any  one  or  all  the  Verbs  throughout;  and 
then  write  them  down  at  large,  according  to  what  I 
have  formerly  directed  and  is  practised  in  part  in  the 
Merchant-Tailors  Schoole,  as  is  to  be  seen  in  the 
Probation  Book  lately  printed  by  my  noble  friend, 
and  most  actively  able  Schoole-master,  Mr.  W.  Du- 
gard;  onely  I  would  have  him  joyne  the  English 
together  with  the  Latine. 

5  Let  him  give  the  Analysis  of  any  word  first  at 
large  by  way  of  question  and  answer,  and  then  summe 
it  up  in  short  as  to  say,  or  write  it  down  thus. 


Parsing  of 
all  the 
parts  of 
speech 


(142) 
The  Analysis  of  a  Noun  Substantive 

What  part  of  Speech  is  Lignorum,  of  sticks? 

Lignorum  of  sticks,  is  a  Noun 

Why  is  Lignorum  a  Noun? 

Because  lignum  a  stick  is  the  nam.e  of  a  thing  that 
may  be  seen. 

Whether  is  lignorum  a  noun  Substantive,  or  a  noun 
Adjective? 

Lignorum  is  a  noun  Substantive,  because  it  can 
stand  by  it  self  in  signification,  and  requireth  not 
another  word  to  be  joyned  with  it,  to  shew  its  sig- 
nification. 

Whether  is  lignorum  a  noun  Substantive  proper, 
or  a  noun  Substantive  common? 

Lignorum  is  a  noun  Substantive  common,  because 
it  is  common  to  more  sticks  then  one. 

Of  what  number  is  lignorum? 

Lignorum  is  of  the  plurall  number,  because  it 
speaketh  of  more  then  one. 

Of  what  case  is  lignorum? 

Lignorum  of  sticks,  is  of  the  Genitive  case,  because 
it  hath  the  token  of,  and  answereth  to  the  whereof, 
or  of  what? 

Of  what  Gender  is  lignorum? 

Lignorum  is  of  the  Neuter  Gender,  because  it  is 
declined  with  this  Article  Hoc. 

Why  is  Lignorum  declined  with  this  Article  Hoc? 

Because  all  nounes  in  um,  are  Neuters,  according 
to  the  Rule  in  Propria  quse  maribus,  Omne  quod  exit 
in  um,  &c.,  or  Et  quod  in  on  vel  in  um  fiunt,  &c. 

Of  what  Declension  is  lignorum? 

Lignorum  is  of  the  second  Declension,  because  its 
Genitive  case  singular  endeth  in  i. 

How  is  lignorum  declined? 

Lignorum  is  declined  like  regnorum;  thus  Sing. 
Nom.  Hoc  lignum.     Gen.  hujus  ligni,  &c.     Lignorum 


(143) 
is  a  noun  substantive  common,  of  the  Plurall  number, 
Genitive    case,   Neuter   Gender,   and  second   Declen- 
sion, like  Regnorum. 

The  Analysis  of  a  Noun  Adjective 

What  part  of  speech  is  Lcnga  long? 

Longa  is  a  Noun.  Because  it  is  the  name  of  a  thing 
that  m.ay  be  understood. 

Whether  is  longa  a  noun  Substantive  or  a  noun 
Adjective? 

Longa  is  a  Noun  Adjective,  because  it  cannot  stand 
by  it  self  in  signification,  but  requireth  to  be  joyned 
with  another  word,  as,  longa  via   T\ith  the  long  way. 

Of  what  number  is  longa? 

Longa  is  of  the  singiilar  number,  because  its  Sub- 
stantive via  is  of  the  singular  number. 

Of  what  case  is  longa? 

Longa  is  of  the  Ablative  case,  because  its  Substan- 
tive via  is  of  the  Ablative  case. 

Of  what  Gender  is  longa? 

Longa  is  of  the  Feminine  Gender,  because  its  Sub- 
stantive via  is  of  the  Feminine  Gender. 

Of  what  Declension  is  Longa? 

Longa  is  of  the  first  Declension. 

How  is  Longa  declined? 

Longa  is  declined  like  Bona.     Sing.  Norn.  Longus, 

a,   um.. 

By  what  Rule  can  ycu  tell  that  longa  is  of  the 

Femine   Gender? 

By  the  Rule  of  the  Gender  of  Adjectives,  At  si  tres 
variant   voces,    &c. 

Longa  is  a  noun  Adjective,  of  the  singular  number, 
Ablative  case,  and  Feminine  Gender,  declined  like 
Bona. 

The  Analysis  of  a  Pronoun. 

What  part  of  speech  is  Se  him? 

Se  is  a  Pronoun,  because  it  is  like  a  noun,  or  put 
instead  of  the  noun  mortem  death. 


(144) 

What  kind  of  a  Pronoun  is  Se? 

Se  is  a  Pronoun  Primitive,  because  it  is  not  derived 
of   another. 

Of  what  number  is  Se? 

Se  is  of  the  singular  number,  because  it  speaketh 
but  of  one. 

Of  what  case  is  Se? 

Se  is  of  the  Accusative  case,  because  it  followeth 
a  Verb,  and  answereth  to  the  Question  whom? 

Of  what  Gender  is  se? 

Se  is  of  the  Feminine  Gender,  because  the  noun 
mortem,  that  it  is  put  for,  is  of  the  Feminine  Gender. 

Of  what  Declension  is  se? 

Se  is  of  the  first  declension  of  Pronouns,  and  it  is 
thus  declined  Sing,  et  Plur.  Nom.  caret.     Gen.  sui,  &c. 

Of  what  person  is  se? 

Se  is  of  the  third  person,  because  it  is  spoken  of. 
Se  is  a  Pronoun  Primitive,  of  the  Singular  number, 
the  Accusative  case,  Feminine  Gender,  first  declen- 
sion, and  third  person. 

The  Analysis  of  a  Verb. 

What  part  of  speech  is  imponeres,  thou  mightest 
lay  upon? 

Imponeres  is  a  verb,  because  it  synifyeth  to  do. 

What  kind  of  a  verb  is  imponeres? 

Imponeres  is  a  verb  Personal,  because  it  hath  three 
persons. 

What  kind  of  a  verb  Personal  is  imponeres? 

Imponeres  is  a  verb  Personal  Active,  because  it 
endeth  in  o,  and  betokeneth  to  do,  and  by  putting 
to  r  it  may  be  a  Passive. 

Of  what  Mood  is  imponeres? 

Imponeres  is  of  the  Subjunctive  Mood,  because  it 
hath  a  Conjunction  joyned  with  it,  and  dependeth 
upon  another  verb  going  before  it. 


(  145  ) 

Of  what  tense  is  imponeres? 

Imponeres  is  of  the  Preterimperfect  tense,  because 
it  speaketh  of  the  time  not  perfectly  past. 

Of  what  number  is  imponeres? 

Imponeres  is  of  the  Singular  number,  because  its 
nominative  case  is  of  the  singular  number. 

Of  what  person  is  imponeres? 

Imponeres  is  of  the  second  person,  because  its 
nominative  case  is  of  the  second  person. 

Of  what  Conjugation  is  imponeres? 

Imponeres  is  of  the  third  Conjugation,  like  legeres, 
because  it  has  e  short  before  re  and  ris. 

How  do  you  conjugate  imponeres? 

Impono,  imponis,  imposui,  imponere;  imponendi, 
imponendo,  imponendum;  impositum,  impositu; 
imponens,    impositurus. 

Why  doth  impono  make  imposui? 

Because  Prseteritum  dat  idem,  &c. 

Why  doth  imposui  make  impositum? 

Because  Compositum  ut  simplex  formatur,   &c. 

Imponeres  is  a  verb  Personal  Active,  of  the  Sub- 
junctive Mood,  Preterperfect  tense,  Singular  number, 
Second  person    and  third  Conjugation  like  legeres. 

The  Analysis  of  a  Participle. 

What  part  of  Speech  is  Deposito,  being  laid  down? 

Deposito  is  a  Participle,  derived  of  the  verb  Depono, 
to  lay  down. 

Of  what  number  is  deposito? 

Deposito  is  of  the  Singular  number,  because  its 
Substantive  fasce  is  of  the  singular  number. 

Of  what  Gender  is  deposito? 

Deposito  is  of  the  Masculine  Gender,  because  its 
Substantive  fasce  is  of  the  Masculine  Gender. 

By  what  Rule  can  you  tell  that  deposito  is  of  the 
Masculine  Gender? 

At  si  tres  variant  voces,  &c. 


(146) 

Of  what  case  is  deposito? 

Deposito  is  of  the  Ablative  case,  because  its  Sub- 
stantive fasce  is  of  the  Ablative  case. 

How  is  deposito  declined? 

Like  Bonus  a  Noun  Adjective,  of  three  diverse 
endings;  Sing.  Nom.  Depositus,  deposita,  depositum. 

Of  what  Tense  is  deposito? 

Of  the  Pretertense,  because  it  hath  its  English  end- 
ing in  d,  and  its  Latin  in  tus. 

How  is  depositus  formed? 

Of  the  latter  Supine  Depositu,  by  putting  to  s. 

Deposito  is  a  Participle,  of  the  singular  number, 
MascuUne  Gender,  Ablative  case,  and  is  declined  like 
Bonus,  being  of  the  Preter  tense,  and  formed  of  the 
La  tine  Supine,  of  the  verb  Depone. 

The  Analysis  of  an  Adverb. 

What  part  of  Speech  is  Cum,  when? 

Ciim  is  an  Adverb,  because  it  is  joyned  to  the  verb 
defessus  esset,  to  declare  its  signification. 

What  signification  hath  Cum? 

Cum  hath  the  signification  of  Time. 

But  why  is  not  dim  a  Preposition  in  this  place? 

Because  it  hath  not  a  casuall  word  to  serve  unto. 

Cftm  is  an  Adverb  of  time. 

The  Analysis  of  a  Conjunction, 

What  part  of  Speech  is  que  and? 

Que  is  a  Conjunction,  because  it  joyneth  words 
together. 

What  kinde  of  Conjunction  is  que? 

Que  is  a  Conjunctive  Copulative,  because  it  coupleth 
both  the  words  and  sense. 

Que  is  a  Conjunctive  Copulative. 

The   Analysis   of  a   Proeposition. 

What  part  of  Speech  is  ex  out  of? 

Ex  is  a  Prseposition,  because  it  is  set  before  another 
part  of  Speech  in  Apposition,  as  ex  nemore  out  of  a 
Forest. 


(147) 
What  case  doth  ex  serve  to? 
Ex  serveth  to  the  Ablative  case. 
Ex  is  a  Preposition  serving  to  the  Ablative  case. 

6  Having  thus  tried  your  young  Scholar  how  he 
understandeth  the  Introduction  or  first  part  of  his 
Accidents,  (for  whom,  if  you  find  him  expert  therein, 
one  example  may  serve,  but  if  not,  you  may  yet  m.ake 
use  of  more,  untill  he  can  perfectly  and  readily  give 
you  an  account  of  any  word)  you  may  further  make 
triall,  how  he  understandeth  the  Rules  of  Concor- 
dance, and  construction  in  the  second  part  of  the 
Accidents,  by  causing  him  to  apply  the  Rules  to  every 
word,  as  he  meeteth  with  it  in  the  Grammatical  order, 
thus: 

Quidam  is  of  the  Nominative  case,  Singular  number, 
and  Masculine  Gender,  and  agreeth  with  its  Substan- 
tixe  Senex,  because  the  Adjective,  whether  it  be  a 
Noun,  Pronoun  or  Participle,  agreeth  with  its  Sub- 
stantive,  &c. 

Senex  is  the  Nominative  case  coming  before  vocavit, 
(which  is  the  Principal  verb)  because  the  word  that 
answereth  to  the  question  who,  or  what?  shall  be  the 
Nominative  case  to  the  verb,  and  shall  be  set  before 
the   verb. 

Portans  is  the  Nominative  case.  Singular  number, 
and  Masculine  Gender,  and  agreeth  with  its  Substan- 
tive senex,  because  the  Adjective,  whether  it  be  a 
Noun,  &c. 

Fascem  is  of  the  Accusative  case  governed  of  Por- 
tans, because  Participles  govern  such  cases,  &c. 

Lignorum  is  of  the  Genitive  case,  governed  of 
fascem,  because  when  two  Substantives  come  to- 
gether,   &c. 

Super  is  a  Preposition,  which  serveth  to  both  the 
Accusative  and  Ablative  case;  but  here  it  serveth  to 
the  Accusative. 


(148) 

Humeros  is  of  the  Accusative  case,  governed  of 
the  Preposition  super. 

Ex  is  a  Preposition,  which  serveth  to  an  Ablative 
case. 

Nemore  is  of  the  Ablative  case  governed  of  the 
Preposition   ex. 

Ciim  is  an  Adverb  of  Time. 

Defessus  esset  is  of  the  Singular  number,  and  third 
person,  and  agreeth  with  its  Nominative  case  ille 
understood,  because,  A  verb  Personal  agreeth  with,  &c. 

Longa  is  of  the  Ablative  case,  Singular  number, 
and  Feminine  Gender,  and  agreeth  with  its  Substan- 
tive via,  because  the  Adjective  whether  it  be,  &c. 

Via  is  of  the  Ablative  case  governed  of  defessus 
esset,  because  all  verbs  require  an  Ablative  case  of 
the  instrument,   &c. 

Vocavit  is  of  the  singular  number,  and  third  person, 
and  agreeth  with  its  Nominative  case  senex,  because 
a  verb  Personal,  &c. 

Mortem  is  of  the  Accusative  case,  and  followeth  the 
verb  vocavit,  because  verbs  transitives  are  all  such, 
&c. 

Fasce  is  of  the  Ablative  case  absolute,  because  a 
Noun  or  Pronoun  Substantive  joyned  with  a  Parti- 
ciple,   &c. 

Deposito  is  of  the  Ablative  case.  Singular  number, 
and  Masculine  Gender,  and  agreeth  with  its  Substan- 
tive fasce,  because  the  Adjective  whether  it  be,  &c. 

Humi  is  of  the  Genitive  case,  because  These  Nouns 
Humi,   domi,   &c. 

Ecce  is  an  Adverb  of  shev.ing. 

Mors  is  the  Nominative  case  coming  before  the  verb 
advenit,  because  the  word  that  answereth  to  the  ques- 
tion who  or  what?  &c. 

Advenit  is  of  the  singular  number  and  third  person, 
and  agreeth  with  its  Nominative  case  m.ors,  because 
A  verb  Personal,  &c. 


(  H9) 

Que  is  a  Conjunctive  Copulative. 

Rogat  is  of  the  Indicative  Mood,  and  Present  tense, 
because  Conjunctions  Copulatives  and  Disjunctives 
most  commonly,   &c. 

Causam  is  of  the  Accusative  case,  and  followeth  the 
verb  rogat,  because  verbs  Transitives  are  all  such,  &c. 

Quamobrem  is  an  Adverb  of  asking. 

Vocaverat,  is  of  the  singular  number,  and  third 
person,  and  agreeth  with  its  Nominative  case  ille 
understood,  because  a  verb   Personal  agreeth,   &c. 

Se  is  of  the  Accusative  case,  and  followeth  the  verb 
vocaverat,  because  verbs  Transitives  are  all  such,  &c. 

Tunc  is  an  Adverb  of  Time. 

Sen  ex  is  the  Nominative  case  coming  before  the  verb 
ait,  because  the  word  that  answereth  to  the  question 
who  or  what?  &c. 

Ait  is  of  the  singular  number,  and  the  third  person 
and  agreeth  with  its  Nominative  case  senex,  because 
a  verb  Personal,  &c. 

Ut  is  a  Conjunction  casual. 

Imponeres  is  of  the  singular  number,  and  second 
person,  and  agreeth  with  its  Nominative  case  tu 
understood,  Because  a  verb  Personal,  &c. 

Hunc  is  of  the  Accusative  case.  Singular  number, 
and  Masculine  Gender,  and  agreeth  with  its  Substan- 
tive fascem,  because  the  Adjective  whether  it  be,  &c. 
'  Fascem  is  of  the  Accusative  case,  and  followeth 
the  verb  imponeres,  because  verbs  Transitives,  &c. 

Lignorum  is  of  the  Genitive  case,  governed  of  fascem, 
because  when  two  Substantives,  &c. 

Super  is  a  Preposition,  which  here  serveth  to  an 
Accusative  case. 

Humeros  is  of  the  Accusative  case,  because  super 
is  a  Preposition  serving  to  an  Accusative  case. 

7  Try  him  a  little  further,  by  causing  him  to  turn 
an  English  into   Latine  in  imitation  of  this  Fable, 


(ISO) 

and  to  observe  the  Artificial  order  in  placing  all  the 
words  ex.  gr. 

A  woman  bearing  a  basket  of  plums  upon  her  head 
out  of  a  garden,  when  she  was  weary  with  the  heavie 
burden,  sate  down,  having  set  her  basket  upon  a 
bulke.  Behold!  a  boy  came  to  her,  and  asked  her, 
if  she  would  give  him  any  plums.  Then  the  woman 
said:  I  will  give  thee  a  few.  if  thou  wilt  help  me  to 
set  this  basket  upon  my  head. 

Qusedam  mulier  prunorum  calathum  super  caput 
ex  horto  portans,  cum  gravi  onere  defessa  esset, 
calatho  super  scamnum  posito,  desedit.  Ecce!  Puer 
advenit,  numque  daret  sibi  pruna  rogavit.  Tunc 
mulier  pauca  tibi  dabo,  siquidem  opem  mihi  feres, 
ut  hunc  calathum  super  caput  meum  imponam,  ait. 

When  you  have  found  a  childe  sufficiently  expert 
in  the  Rudiments,  go  on  also  to  try  how  far  he  under- 
standest  the  whole  Art  of  Grammar  by  this  or  the 
like   Praxis. 

1  Let  him  take  a  piece  of  one  of  Castalions  Dia- 
logues, or  the  Hke  easie  piece  of  Latine,  and  vrrite  it 
down  according  to  his  book,  but  as  he  writeth  it,  let 
him  divide  every  word  of  more  syllables,  according 
to  the  Rules  of  right  spelling,  and  give  you  an  account 
of  every  letter,  and  syllable,  and  note  of  distinction, 
according  to  the  Rules  of  Orthography,  and  of  every 
Accent  that  he  meeteth  withall,  as  also  of  the  Spirits 
and  Quantities  of  Syllables,  according  to  the  Rules 
of  Prosodia,  ex.  gr. 

SERPENS.    EVA. 

S.  Cur  ve-tu-it  vos  De-us  ve-sci  ea  o-mni-bus  ar-bo- 
ribus  po-ma-ri-i?  E.  Li-cet-no-bis  ve-sci  fru-cti-bus 
ar-bo-rum  po-ma-ri-i;  tan-tum  De-us  no-bis  in-ter- 
di-xit  e-a  ar-bo-re,  quae  est  in  me-dio  po-ma-ri-o,  ne 
ve-sce-re-mur  fru-ctu  e-jus,  ne-ve  e-ti-am  at-tin-ge- 
re-mus,     ni-si     vel-le-mus     mo-ri.     S.     Ne-qua-quam 


(151) 

mo-ri-e-mi-ni  pro-pte-re-a,  sed  scit  De-us,  si  com-e- 
de-ri-tis  de  e-o,  turn  o-cu-los  vo-bis  a-per-tum  i-ri, 
at-que  i-ta  vos  fo-re  tan-quam  De-os,  sci-en-tes  boni, 
at-que  ma-li.  I-ta  pla-ne  vi-de-tur,  et  fru-ctus  i-pse 
est  pul-cer  sa-ne  vi-su;  ne-sci-o  an  sit  i-ta  dul-cis 
gu-sta-tu ;   ve-rum-ta-men   ex-pe-ri-ar. 

Now  if  you  ask  him  why  he  WTiteth  Serpens,  Eva, 
Cur,  Deus  Nequaquam,  and  Ita  with  great  letters, 
and  all  the  other  words  with  little  letters;  he  can  tell 
you  (if  he  ever  learned  or  minded  his  Rules)  that 
Proper  names,  beginnings  of  Sentences,  and  words 
more  eminent  then  others,  are  to  begin  with  a  great 
letter,  and  in  other  places  small  letters  are  to  be  used. 

If  you  ask  him  why  he  spelleth  ve-tu-it  and  not 
vet-u-it,  he  will  say,  because  a  consonant  set  be- 
twixt two  vowels,  belongeth  to  the  latter. 

If  you  ask  him  why  he  spelleth  ve-sci,  and  not 
ves-ci;  he  will  answer  you,  because  consonants  which 
are  joyned  in  the  beginning  of  a  word  must  not  be 
parted  in  the  middle  of  it. 

If  you  ask  him  why  he  spelleth  ar-bo-ri-bus  and 
not  a-rbo-ri-bus,  he  will  tell  you,  because  consonants 
which  cannot  be  joyned  in  the  beginning  of  a  word, 
must  be  parted  in  the  middle  of  it. 

If  you  ask  him  why  he  spelleth  vel-le-mus  and  not 
ve-Ue-mus,  nor  vell-e-mus,  he  will  tell  you  because  if 
a  consonant  be  doubled,  the  first  belongeth  to  the 
foregoing,  and  the  latter  to  the  following  syllable. 

If  you  ask  him  why  he  spelleth  com-e-de-ri-tis, 
and  not  co-me-de-ri-tis,  he  will  tell  you  because  in 
words  compounded,  every  part  must  be  separated 
from  another;  and  if  you  again  ask  him  concerning 
the  same  syllable,  why  it  is  com  and  not  con  seeing 
the  verb  is  compounded  of  con  and  edo;  he  will  answer 
because  in  words  compounded  with  a  Preposition,  we 
must  respect  the  ear,  and  good  sound. 


(152) 

Likewise  if  you  proceed  to  examine  him  touching 
the  notes  of  distinction,  why  one  is  made,  and  not 
another;  he  will  tell  you,  that  a  Comma  (,)  distin- 
guisheth  the  shorter  part  of  a  sentence,  and  staj'eth 
the  breath  but  a  little  while  in  reading;  that  a  Colon  (:) 
divideth  a  Period  in  the  middle,  and  holdeth  the 
breath  somewhat  long;  that  a  Sem.icolon  (;)  stayeth 
the  breath  longer  than  a  comma,  but  not  so  long  as  a 
Colon;  that  a  Period  (.)  is  made  at  the  end  of  a  perfect 
sentence,  where  one  m.ay  give  over  reading,  if  he  will; 
and  that  an  Interrogation  (?)  denoteth  that  there  is 
a  question  to  be  asked. 

If  you  ask  him  touching  the  Accents  why  there  is  a 
grave  Accent  in  tantum,  he  will  tell  you,  it  is  to  make 
it  being  an  adverb,  to  differ  from  a  noun;  and  that 
because  of  contexture  of  words,  the  accent  which 
ought  to  have  been  an  acute,  is  turned  into  a  grave. 

If  you  ask  him,  why  there  is  a  circumflex  accent  in 
ea,  he  will  tell  you,  it  is  to  denote  that  ea,  is  of  the 
Ablative  case  singular,  which  hath  a  long. 

And  if  j^ou  ask  him  why  n6ve  hath  an  acute  accent< 
he  will  tell  you  that  n6  hath  changed  its  grave  accent 
in  an  acute,  because  the  Participle  ve  hath  inclined 
its  own  accent  into  it. 

If  you  ask  him  whj'-  omnibus  arboribus  are  not 
sharply  uttered;  he  will  tell  you,  because  they  do  not 
begin  with  h,  which  is  the  note  or  letter  of  Asperation. 

He  will  quickly  shew  you  whether  he  understandeth 
his  Rules  touching  the  Quantities  of  Syllables,  or  not, 
by  writing  out  a  sentence  or  two,  and  marking  the 
syllables  of  every  word,  in  this  manner. 

Cur  vetuit  vos  Deus  vesci  ea  omnibus  arboribus 
pomarii  ?  licet  nobis  vesci  fructibus  arborum 
pomarii     tantum    Deus   nobis     intetdixit       ea       ar- 


(  153  ) 

bore,  quae     est     in      medio         pomario,      ne      ves- 
ceremur    fructu     ejus,     neve      etiam      attingeremus, 

nisi       vellemus  mori. 

2  Let  him  cast  the  words  of  his  Authour  into  the 
Grammatical  order,  and  analyse  every  one  of  them 
exactly  according  to  Etymology,  and  Syntaxis  (which 
is  the  usuall  way  of  parsing)  after  this  manner. 

Cur  Deus  vetuit  vos  vesci  ex  omnibus  arboribus 
pomarii?  licet  nobis  vesci  fructibus  arborum  pomarii; 
tantum  Deus  interdixit  nobis  ea  arbore,  quae  est  in 
medio  pomario,  ne  vesceremur  fructi  ejus,  neve  etiam 
attingeremus,  nisi  vellemus  morti. 

Cur  is  an  Adverb  of  asking. 

Deus  is  a  Noun  Substantive  Common,  of  the  Sin- 
gular number,  Nomunative  case,  Masculine  gender 
(because  Mascula  in  er,  &c.)  of  the  second  Declension, 
Sing.  Nom.  hie  Deus,  Gen.  hujus  Dei,  &c.  It  maketh 
its  Vocative  case  0  Deus,  and  wanteth  the  Plural 
number,  because  Deus  verus  caret  plurali.  It  cometh 
before  the  verb  vetuit. 

Vetuit  is  a  verb  personal,  neuter,  of  the  Indicative 
mood,  Preterperfect  tense,  singular  number,  and 
third  person,  because  it  agreeth  with  its  Nominative 
case  Deus,  by  the  Rule,  Verbum  Personale  cohferet, 
&c.  It  is  of  the  first  Conjugation,  veto,  vetas,  vetui; 
(veto  quod  vetui  dat)  vetare;  vetandi,  vetando,  vetan- 
dum,  vetitum,  vetitu;  (Quod  dat  ui  dat  itum)  vetans, 
vetiturus. 

Vos  is  a  Pronoun  Primitive,  of  the  Plurali  number, 
the  Accusative  case,  the  Masculine  Gender,  and  the 
first  Declension.  Sing.  Nom.  Tu,  Gen.  tui,  &c.  It 
hath  the  Vocative  case,  Et  Prsenomina  praster,  &c. 
It  is  the  Accusative  case  after  vetuit,  because  verba 
Transitiva,    &c. 


(154) 

Vesci  is  a  verb  Deponent  like  legi,  veseor,  vesceris 
vel  vescere,  pastus  sum  vel  fui,  vesci,  pastus,  vescen- 
dus;  because  Sic  Poscunt  veseor,  medeor,  &c.  It  is 
of  the  Infinitive  mood,  and  Present  Tense,  without 
number  and  person,  and  is  governed  of  vetuit,  be- 
cause Quibusdam  turn  verbis,  &c. 

Ex  is  a  Preposition  serving  to  the  Ablative  case. 

Omnibus  is  a  Noun  Adjective  of  three  Articles,  like 
Tristibus,  Hie,  et  hsec  omnis,  et  hoc  omne,  because 
sub  gemina,  &c.  It  is  of  the  plural  number,  the 
Ablative  case,  and  Feminine  Gender,  and  agreeth 
with  its  Substantive  Arboribus,  because  Adjectivum 
cum  Substantive,  &c. 

Arboribus  is  a  Noun  Substantive  Common,  like 
Lapidibus,  Sing.  Nom.  hsec  Arbor,  Gen.  hujus  arboris, 
&c.  Grando,  fides,  &e.  It  is  of  the  Ablative  case. 
Singular  number,  Feminine  Gender,  and  third  Declen- 
sion, governed  of  ex  the  preposition,  -v\hich  requireth 
an  Ablative  case. 

Pomarii  is  a  Noun  Substantive  Common,  like 
Regni.  Sing.  Nom.  hoc  Pomarium,  Gen.  hujus  pomarii, 
&c.  Omne  quod  exit  in  um,  &c.  It  is  of  the  Singular 
number,  the  Genitive  case,  the  Neuter  Gender,  and 
Second  Declension,  and  is  governed  of  the  Substan- 
tive Arboribus,  because  Quum  duo  Substantiva,  &c. 

Licet  is  a  verb  Impersonal  declined  in  the  third 
person  singular  onely,  Licet,  licebat,  et  licitum.  It 
is  of  the  Indicative  mood,  Present  tense,  singular 
number,  and  third  Person,  and  hath  no  Nominative 
case,  because  Impersonalia  prsecedentem,  &c. 

Nobis  is  a  Pronoun  Primitive,  of  the  Plural  number. 
Dative  case,  Masculine  Gender,  and  first  Declension. 
Sing.  Nom.  Ego,  Gen.  Mei.  It  wants  the  Vocative 
case,  because  Et  Pronomina,  &c.  and  is  governed  of 
licet,  because  In  Dativum  feruntur,  &c. 

Vesci,  ut  supra. 


(155) 

Fructibus  is  a  Noun  Substantive  Common,  like 
manibus.  Sing.  Nom.  hie  Fructus,  Gen.  hujus  Fructus, 
&c.  Mascula  in  er,  &c.  It  is  of  the  Ablative  case, 
Plural  number,  Masculine  Gender,  and  fourth  Declen- 
sion, governed  of  vesci,  because  Fungor  fruor,  utor, 
&c. 

Arborum  ut  supra  in  Arboribus.  It  is  of  the  Geni- 
tive case  plural,  governed  of  fructibus,  because  Quum 
duo  Substantiva,  &c. 

Pomarii  ut  supra. 

Tantum  is  an  Adverb  of  quantity,  made  of  an 
Adjective  of  the  Neuter  Gender,  because  Aliquando 
neutra  Adjectiva,   &c. 

Deus,  ut  supra,  but  here  it  cometh  before  the  verb 
interdixit. 

Interdixit  is  a  verb  Personal  Active  compounded 
of  inter  and  dico,  conjugated  like  legit,  Interdico,  is, 
xi,  because  Prseteritum  dat  idem,  &c.  interdixi, 
interdictum,  because  Compositum  ut  simplex,  &c. 
It  is  of  the  Indicative  mood,  Preterperfect  tense. 
Singular  number,  and  third  person,  and  agreeth  with 
its  Nominative  case,  Deus,  because  Verbum  Personale, 
&c.* 

Nobis,  ut  supra,  but  here  it  is  the  Dative  case, 
governed  of  interdixit,  because  Dativum  postulant,  &c. 

Ea  is  a  Pronoun  Primitive,  of  the  second  Declen- 
sion, Sing.  Nom.  is,  ea  id.  Gen.  ejus,  &c.  It  is  of  the 
Singular  number.  Ablative  case,  and  Feminine  Gen- 
der and  agreeth  with  its  Substantive  Arbore,  because 
Ad  eundem  modum,  &c. 

Arbore  ut  supra,  but  here  it  is  the  Ablative  case 
singular    governed   by    interdixit,    which    verb    doth 

*  These  model  exercises  for  school-tests  show  the 
thoroughness  of  the  old  grammar  drill.  In  parsing 
this  one  word  "interdixit"  no  fewer  than  three  rules 
rules  are  quoted;  and  quoted  in  Latin, 


(156) 

often  govern  a  Dative  case  with  an  Ablative,  though 
we  have  no  expresse  Rule  for  it  in  our  Grammar. 

Quae  is  a  Pronoun  Relative  of  the  second  Declen- 
sion. Sing.  Nom.  Qui,  Quse,  Quod.  Gen.  Cujus,  &c. 
It  is  of  the  singular  number,  Feminine  Gender,  and 
third  Person,  and  agreeth  therein  with  its  antecedent 
arbore,  because  Relativum  cum  Antecedente,  &c. 
It  is  of  the  Nominative  case,  and  cometh  before  the 
verb  est,  because  Quoties  nullus  Nominativus,  &c. 

Est  is  a  verb  Personal  neuter  Substantive,  having 
a  proper  manner  of  declining,  Sum,  es,  fui,  &c.,  be- 
cause, Et  k  suo  sum  fui.  It  is  of  the  Indicative  mood. 
Present  tense,  singular  number,  and  third  person, 
and  agreeth  with  its  Nominative  case  Quae,  because 
Verbum  Personale,  &c. 

In  is  a  Praeposition  serving  to  the  Ablative  case. 

Medio  is  a  Noun  Adjective  of  three  terminations 
like  Bono;  Sing.  Nom.  Medius,  Media,  Medium.  At  si 
tres  variant  voces,  &c.  It  is  of  the  Ablative  case, 
Neuter  Gender,  and  Singular  number,  and  agreeth 
with  its  Substantive,  Pomario,  because  Adjectivum 
cum   Substantivo. 

Pomario  ut  supra,  but  here  it  is  of  the  Ablative 
case,  because  in  is  a  preposition  serving  to  the  Abla- 
tive case. 

Ne  is  an  Adverb  of  forbidding,  and  governeth  a 
Subjunctive    mood.     Ne    prohibendi,    &c. 

Vesceremur  ut  supra  in  vesci;  but  here  it  is  of  the 
Subjunctive  mood,  preterimperfect  tense,  plural  num- 
ber, and  first  person,  like  legeremus,  and  agreeth  with 
its  nominative  case  nos,  which  is  not  expressed,  be- 
cause Nominativus  primae  vel  secundae  personae,  &c. 

Fructu,  ut  supra;  but  here  it  is  of  the  Ablative 
case  singular,  governed  of  vesceremur,  because  Fungor, 
fruor,   &c. 

Ejus  ut  supra  in  ea;  but  here  it  is  of  the  Genitive 
case   Singular,    and    Feminine    Gender,    governed   of 


(157) 

fructu,  because  Quum  duo  Substantiva,  &c.  Here 
note  that  ejus  is  a  Relative,  and  agreeth  with  its 
Antecedent  Arboris,  understood. 

N6ve  consisteth  of  two  words  whereof,  ne  is  an 
Adverb  for  forbidding,  and  ve  is  an  inclinative  conjunc- 
tion. 

Etiani  is  a  Conjunction  copulative. 

Attingeremus  is  a  verb  Personal  Active,  like  leger- 
emus.  It  is  compounded  of  Ad  and  tango,  and 
maketh  at  for  ad  for  better  sound  sake,  and  tingo  for 
tango,  because  Hsec  habeo,  lateo,  &c.  It  maketh 
the  Preterperfect  tense  attigi  and  not  attetigi  because 
Sed  syllabla  semper,  &e.  and  the  Supines  attactum, 
attactu,  because  Compositum  ut  simplex,  &c.  It  is 
of  the  Subjunctive  mood,  Preterperfect  tense,  plural 
number,  and  first  person,  and  agreeth  with  its  Nom- 
inative case  nos,  which  is  understood,  because  Nom- 
inativus  primae  vel  secundae  personse,  &c. 

Nisi  is  a  conjunction  exceptive,  and  serveth  to  a 
Subjunctive  mood,  Ni,  nisi,  si,  siquidem,  &c. 

Vellemus  is  a  verb  Personal  neuter  irregular,  volo, 
vis,  volui,  because  lo  fit  ui,  &c.  Supinis  caret,  be- 
cause Psallo,  volo,  noto,  &c.  It  is  of  the  Subjunctive 
mood,  Preterimperfect  tense,  plural  number,  and  first 
person,  and  agreeth  with  its  Nominative  case  Nos, 
which  is  understood,  because  Nominativus  primse, 
&c. 

Mori  is  a  verb  Personal  Deponent  of  the  third  Con- 
jugation, like  legi.  Morior,  moreris  vel  morere, 
mortuus  sum  vel  fui  (morior  que  mortuus)  mori, 
moriens,  mortuus,  moriturus.  It  is  of  the  Infinitive 
mood,  having  neither  number,  nor  person,  nor  nom- 
inative case,  and  is  governed  of  Vellemus,  because 
Quibusdam  tum  verbis,  &c. 

Thus  let  every  particular  boy  in  a  form,  practise  a 
while  by  himself  upon  a  several  piece  of  La  tine,  and 
it  will  shew  you  plainly  what  he  is  able  to  do,  and 


The  value 
of  some 
such 

searching 
test 

Arguments 
for  using 
Lily's 
Grammar 

Convenience 


Uniformity 


Expedi- 
ency 


Example  of 
the  great 
schools 


(■58) 

make  that  the  most  negligent  and  heedlesse  amongst 
them,  shall  know  how  to  make  perfect  use  of  his  whole 
Grammar,  though  (perhaps)  for  all  you  could  do  to 
him,  he  never  heeded  it  before. 

What  I  have  hitherto  mentioned  touching  the  well 
grounding  of  children,  hath  chiefly  respect  unto  Lillies 
Grammar,  which  is  yet  constantly  made  use  of  in  m-ost 
Schools  in  England;  and  from  which  I  think  it  not 
good  for  any  Master  to  decline,  either  in  a  private  or 
publique  course  of  Teaching  for  these  reasons  following: 

1  Because  no  man  can  be  assured,  that  either  his 
Scholars  will  stick  to  him,  or  that  he  shall  continue 
with  them,  till  he  have  perfectly  trained  them  up  by 
another  Grammar. 

2  Because  if  children  be  made  to  change  their 
Grammars,  as  often  as  they  use  to  change  their  Mas- 
ters (especially  in  a  place  where  many  Schooles  are) 
they  will  be  like  those  that  runne  from  room  to  room 
in  a  Labyrinth,  who  know  not  whether  they  go  back- 
ward or  forward,  nor  which  way  to  take  towards  the 
door;  I  mean,  they  may  be  long  conversant  in  Gram- 
mar books,  and  never  understand  the  Art  itself. 

3  Because  I  have  known  many,  and  those  men  of 
excellent  abilities  for  Grammar  learning,  who  having 
endeavoured  to  proceed  by  an  easier  way,  then  Lillies 
is,  have  been  quite  decried  by  the  generalitj-  of  them 
that  hold  to  the  Common-Grammar,  and  have  had 
much  adoe  to  bear  up  the  credit  of  their  School, 
though  their  Scholars  have  been  found  to  make  very 
good  Proficiency,  and  more  then  others. 

4  Because,  when  a  Master  hath  grounded  a  Scholar 
never  so  well,  if  he  (in  hopes  of  an  exibition  or  Schol- 
arship, or  other  preferment  to  be  had)  be  removed 
from  him  to  one  of  our  greater  Schooles,  he  shall  be 
made  pro  formS.  to  get  Lillies  Grammar  by  heart, 
and  to  neglect  what  he  hath  formerly  learned,  as 
unnecessary   and  uselesse. 


(159) 

5  Because  children  in  their  tender  age  are  generally 
like  leaking  vessels,  and  no  sooner  do  they  receive  Familiarity 
anj'  instructions  of  Grammar,  but  they  forget  them 
so  quickly,  till  by  frequent  repetitions,  and  examina- 
tions, they  be  riveted  into  them,  and  by  assiduity  of 
long  practice  brought  to  a  habit,  which  cannot  be  bred 
in  them  under  two  or  three  yeares  time,  in  which 
space  they  may  be  well  habituated  and  perfected  by 
Lillies  Grammar  as  any  other,  according  to  the  Plat- 
form of  teaching  it,  which  I  have  already  shewed, 
and  by  means  of  those  helps  Avhich  I  have  published 
for  the  better  exphcation  of  some  parts  of  it. 

Yet  I  do  not  deny,  but  a  far  easier  way  may  be 
taken  to  teach  children;  First  the  gi'ounds  and  Rudi-  Hoole's 
ments  and  afterwards  the  whole  Systeme  of  Grammar,  handbooks 
then  that  which  is  generally  now  in  use  according  to  ^°  ^^^y 
Lilie,  whom  after  I  had  observed  many  eminent 
Schoolmasters  (who  had  published  Grammars  of  their 
own)  to  condem-n  of  many  Tautologies,  defects,  and 
errours;  and  withall,  to  endeavoi'.r  to  retain  the  sub- 
stance of  his  Gramm.ar,  I  essaj/ed  my  self  to  see  what 
might  be  done  in  that  kinde,  with  an  especiall  eye 
upon  the  slender  capacities  of  children  with  whom 
I  had  to  do.  And  after  triall  made,  that  such  instru- 
ments would  forward  my  work,  I  was  told  to  publish 
first,  An  easie  entrance  to  the  Latine  tongue  and  then 
The  Latine  Grammar  fitted  for  the  use  of  Schooles, 
which,  now  I  have  for  sundrj'  yeares  taught,  together 
with  Lilies  Grammar,  I  shall  now  brieflj'  declare — 

1  As  children  are  going  over  the  Accidents,  and 
that  part  of  the  Gram.mar  which  concerneth  the 
Genders  of  nuons  and  the  Preterperfect  tense,  and 
Supines  of  Verbs,  I  make  them  one  day  to  peruse 
that  part  of  the  Grounds  of  Gramm.ar,  which  con- 
cerneth the  eight  parts  of  Speech  severally  handled, 
and  another  day  to  read  that  which  concerneth  their 
construction,  and  every  Saturday  morning  to  run  over 


Hoole's 
Grammar  is 
in  English 


Value  of 
good 
grammar 
method 


(i6o) 

their  examination,  which  being  but  a  task  of  about 
half  an  hour,  doth  exceedingly  help  their  understand- 
ing and  memory  in  getting  their  every  dayes  parts, 
and  keeping  them  in  minde;  especially  if  they  be 
made  sometimes  to  look  upon  their  Synopsis's  and 
thereby  to  take  notice  how  handsomely  and  orderly 
the  Rules  hang  together. 

2  Like"v\ise,  as  children  proceed  in  Lilies  Grammar 
(which  commonly  is  but  very  slowly,  because  it  being 
all  in  Latine  is  hard  to  be  understood,  and  being 
someT\hat  long  in  learning,  boyes  are  apt  to  forget  one 
end  of  it,  before  they  can  come  to  another)  I  cause 
them  to  make  use  of  the  Latine  Grammar,  which  I 
fitted  to  the  use  of  Schooles  together  with  it  This  I 
usually  divide  into  t^velve  or  sixteen  parts,  (letting 
the  Appendix  alone  till  they  understand  all  the  rest) 
in  reading  of  which  I  cause  them  to  spend  half  an 
hour  for  the  most  part  every  day,  and  by  comparing 
what  they  read  with  that  in  Lilies  Grammar,  I  make 
them  to  observe  how  what  they  learn  in  Lily,  ought 
rightly  to  be  placed,  according  to  the  true  method 
of  Grammar  Art,  which  they  see  analysed  in  the 
Synopsis.  They  may  first  read  it  over  in  English 
only,  and  then  in  Latine  and  English  together;  and 
afterwards  only  in  Latine.  And  because  frequent 
examination  is  a  main  expedient  to  fasten  what  is 
taught,  I  cause  them  every  Saturday  morning  to 
make  use  of  Exarninatio  Latinse  Grammaticse,  (which 
is  now  lately  printed)  and  let  one  boy  ask  the  ques- 
tions out  of  the  Book,  and  the  rest  answer  him  orderlj^ 
out  of  the  Grammars  in  their  hands.  And  this  I 
finde,  that  a  natural  and  clear  method  of  teaching 
Grammar,  is  the  best  means  that  can  be  devised  to 
open  the  understanding  for  the  receiving,  or  to 
strengthing  the  memory  for  the  retaining  of  any 
instructions  that  can  be  given  concerning  it.  And  I 
judge  that  method  to  be  the  most  natural  and  easie. 


(i6i) 

which  doth  at  once  lay  open  the  subject  that  it  treas- 
ureth  of,  and  enlighten  a  mean  capacity  to  apprehend 
it  on  a  suddain;  and  which  hath  withall  a  power  in 
it  self,  that  whether  the  discourse  upon  the  matter 
be  more  contracted  or  enlarged,  it  can  bring  all  that 
can  be  said  of  it  under  a  few  certain  and  general 
Heads,  by  way  of  Common-place;  which  being  surely 
kept  in  minde,  all  other  documents  depending  on 
them,    as   particulars,    will   easily   be  remembered. 

Thus  have  I  freely  imparted  my  thoughts  touch- 
ing the  most  familiar  way  that  I  have  hitherto  known 
(either  by  my  Masters,  or  my  own  practice,  or  any 
thing  that  I  have  observed  by  reading,  or  converse 
with  experienced  School-masters  )  of  teaching  the 
Common  Grammar,  and  making  use  of  these  ordinary 
School-books  in  every  form,  which  are  taught  inmost 
Schooles  in  England.  And  because  it  belongs  chiefly 
to  the  Usher  in  most  of  our  Grammar-Schools,  to 
teach  children  to  understand  and  make  use  of  their 
Grammar,  and  by  degrees  to  furnish  them  with  proper 
words  and  good  phrases,  that  they  may  be  able  of 
themselves  to  -UTite  or  speak  true  Latine,  or  trans- 
late either  way  pretty  elegantly,  before  they  come 
under  the  Master;  I  call  this  part  of  my  discover}'' 
The  Ushers  duty,  wherein  he  m.ay  plainly  see  how 
he  ought  to  respect  the  end,  the  means,  and  the 
manner,  how  to  use  every  help  or  means  for  the  better 
dispatch  of  that  which  he  is  continually  imployed 
about;  viz.  the  well  grounding  of  Children  in  Gram- 
mar learning;  which  may  be  done  in  three  years, 
with  the  ordinary  sort  of  boyes,  even  those  of  the 
meanest  capacity,  if  Discretion  in  every  particular 
be  used,  which  is  beyond  any  directions  that  can  be 
given.  So  that  under  the  Usher  I  admit  of  three  Three  lower 
forms:  The  first  of  Enterers,  The  second  of  Prac-  "grammar" 
titioners.  The  third  of  Proficients  in  the  knowledge  grades 
of    Grammar. 


(I62) 

Having  done  therefore  with  grounding  children 
whose  inanimadvertency  is  the  Teachers  daily  trouble, 
(and  not  to  mention  their  other  infirmities)  requireth 
that  they  be  held  long  in  one  and  the  same  work 
and  be  made  ever  and  anone  to  repeat  again  what 
they  formelrj^  learned,  I  shall  next  adde  som.ewhat 
concerning  teaching  men  at  spare  hours  in  private,* 
Adult  "vv-ith  whom    (by  reason  of  their  stronger  capacities, 

private  and  more  use  of  reason)  a  far  speedier  course  may  be 

pupils  taken,  and  greater  Proficiency  may  be  made  in  half  a 

year,  then  can  be  expected  from  children  in  three 
years  space.  And  what  I  shall  here  deliver  is  con- 
firmed by  that  experiment  which  I  have  made  with 
many  young  Gentlemen,  for  these  eleven  or  twelve 
years  together  last  past,  in  London;  who  being  very 
sensible  of  their  own  want  of  the  Latine  tongue  and 
desirous  (if  possibly)  to  attain  it,  have  thought  no 
cost  nor  pains  too  little  [great?]  to  be  employed  for 
gaining  of  it,  and  yet  in  few  months,  they  have 
either  been  so  grounded,  as  to  be  able  to  help  them- 
selves in  a  plain  Authour,  in  case  they  knew  nothing 
before;  or  so  perfected  as  to  grapple  with  the  most 
difficult  and  exactest  Authours,  in  case  they  had 
formerly  but  a  smattering  of  the  Language;  and  this 
they  have  obtained  at  leisure  time,  and  at  far  lesse 
expense,  then  they  now  prize  the  jewel  at,  which  they 
have. 

In  teaching  of  a  man  then,  I  require  none  of  those 
helps,  which  I  have  provided  for  childrens  uses, 
(though  perhaps  he  may  find  benefit  to  himself  by 
perusing  them  in  private)  only  I  desire  him  at  the 
first  to  get  an  easie  entrance  to  the  Latine  tongue, 
and  by  it  I  shew  him  as  briefly,  orderly  and  plainly 
as  I  can, 

1  How  he  ought  to  distinguish  words,  so  as  to 
know  what  part  of  Speech  any  word  is. 

*Cf.  Coote's  English  Schoolmaster. 


(i63) 

2  To  tell  what  belongeth  to  everj'  several  Part  of 
Speech. 

3  To  get  the  Examples  of  the  Declensions  and  Con- 
jugations very  exactly,  so  as  to  know  what  any  Noun 
or  Verb  signifieth,  according  to  its  Termination;  and 
to  store  him  with  words,  I  advise  him  to  peruse  a 
Chapter  in  the  Vocabulary  (at  least)  once  every  day, 
and  to  observe  the  Latine  nam.es  of  things  as  are  in 
common  use,  and  better  known  to  him. 

4  Then  I  acquaint  him  with  the  most  general 
Rules  of  Concordance  and  Construction,  and  help 
him  to  understand  them  by  sundry  short  examples 
appliable  thereunto. 

5  Last  of  all,  I  cause  him  to  take  some  of  the  Col- 
lectanea, and  help  him  to  construe,  parse,  imitate, 
and  alter  them,  untill  he  be  able  to  adventure  upon 
some  easy  Authour. 

After  he  be  thus  made  well  acquainted  with  the 
Grounds  of  Grammar,  I  bid  him  to  procure  the  Latine 
Grammar  fitted  for  his  use,  as  well  as  for  Schooles; 
and  together  with  it  a  Latine  Testament,  or  Bible, 
and  then  I  cause  him  to  read  over  his  Grammar  G^y 
as  much  at  once  as  he  can  well  peruse  in  halfe  an 
houre)  and  be  sure  that  he  thorowly  understand  it; 
and  after  every  one  of  the  foure  Parts  of  Grammar, 
I  give  him  a  Praxis  of  it;  by  exercising  whereof,  he 
may  easilj^  know  how  to  use  his  Rules,  and  where  to 
find  them. 

When  by  this  meanes  he  can  tell  what  to  do  with 
his  Grammar,  I  turn  him  to  the  Latine  Testament, 
(beginning  with  the  first  Chapter  of  Saint  Johns 
Gospel,  because  it  is  most  easy)  and  there  I  make 
him  (by  giving  him  some  few  directions,  which  he 
hath,  together  with  his  Grounds  of  Grammar)  to 
learn  to  construe  of  himselfe  six,  eight,  or  ten  verses, 
with  the  help  of  his  English  Bible;  and  to  parse  them 
exactly  according  to  his  Grammar,  and  by  going  over 


(i64) 

three  or  four  Chapters,  he  will  be  able  to  proceed 
understandingly  in  his  Latine  Bible  without  help. 

Which  when  he  can  do,*  I  advise  him  to  get  Cor- 
derius  English  and  Latine,  where  he  is  chiefly  to  take 
notice  of  the  phrases,  how  they  differ  in  both  lan- 
guages, and  to  imitate  here  and  there  a  Colloquie, 
to  try  what  good  Latine  he  can  -write  of  speak  of 
himself.  And  now  I  commend  to  his  own  private 
reading,  Dialogi  Gallico  Anglo-Latini,  by  Dugres, 
Dictionarium  octo  lingue,  or  the  Schoolmaster,  Printed 
formerly  by  Michael  Sparks,  and  Janua  Linguarum, 
or  rather  Janua  Latinse  linguae,  and  the  like  by  perusal 
of  which,  together  with  Corderius,  he  may  be  fur- 
nished with  copyt  of  words  and  phrases,  for  common 
discourse  in  Latine.  Afterwards  I  help  him  in  read- 
ing iEsop's  Fables,  to  construe  and  parse,  and  imitate 
a  Period,  or  more  in  any  of  them,  thereby  to  acquaint 
himself  with  the  artificial  manner  of  placing  words. 
And  when  I  see  he  dare  adventure  upon  the  Latine 
alone,  I  make  him  read  Terence  over  and  over,  and 
to  observe  all  the  difficulties  of  Grammar  that  he 
meets  in  him,  and  after  he  is  once  master  of  his  stile, 
he  will  be  pretty  well  able  for  any  Latine  Book  of 
which  I  allow  him  to  take  his  choice. 

Whether  he  will  read  Tully,  Pliny,  Seneca,  or 
Lipsius  for  Epistles,  Justin,  Salust,  Lucius  Fionas, 
or  Csesar  for  Historj',  Virgil,  Ovid,  Lucan  or  Horace 
for  Poetrj\ 

And  when  I  see  he  can  read  them  understandingly, 
I  judge  him  able  to  peruse  any  Latine  Authour  of 
himself,  by  the  help  of  Coopers  Dictionary,  and  good 
Commentatiors,  or  Scholiasts. 

*  Another  Latinism. 

t  Bacon  uses  "copie"  in  the  same  sense — Latin 
copia. 


(i65) 

These  authors  which  I  have  mentioned,  are  most 
of  them  in  English;  as  also  Livie,  Plinies  natural  Use  of 
History,  Tacitus,  and  other  excellent  Books,  which  translations 
he  may  peruse  together  with  the  Latine,  and  by 
comparing  both  Languages  together,  he  may  become 
very  expert  in  both.  Yet  I  would  advise  him  to 
translate  some  little  Books  of  himself;  First  out  of 
Latine  into  English,  and  then  out  of  English  into 
Latine,  which  will  at  once  furnish  him  with  all  points 
of  Grammar,  and  the  right  use  and  ordering  of  words, 
and  in  a  short  time  bring  him  to  the  like  eloquence. 

Mr.  Ascham  commendeth  Tully  de  senectute,  and 
his  Epistles,  Ad  Quintum  Fratrem,  et  ad  Lentulum, 
for    this    purpose. 

If  he  would  exercise  himself  in  Oratory  or  Poetry, 
I  suppose  his  best  way  is  to  imitate  the  most  excellent 
pieces  of  either,  that  he  finds  in  the  best  and  purest 
Authors  (especially  Tully  and  Virgil)  till  he  can  do 
well  of  himself.  Horace  and  Buchanan's  Psalms 
will  sufficiently  store  him  with  variety  of  Verses. 

And  now  if  one  should  ask  me  before  I 
conclude  this  Book,  and  begin  with  the  next,   .  ^^^^^  y 
whether  it  be  not  possible  for  men  or  children  grammar 
to  learn  Latine,  as  well  as  English,  without 
Grammar  Rules. 

1  answer.     First,  that  it  is  hardly  possible, 

because  the  Latine  tongue  is  not  so  familliarly  for  practical 
spoken,  as  English;  which  is  gotten  only  by  purposes 
hearing  and  imitation. 

2  That  it  is  not  the  better  way,  partly 
because  they  that  are  well  acquainted  with 
Grammar,  know  when  they  or  others  speak 
well,  and  when  they  speak  ill;  whereas  they 
that  are   ignorant  of  the   Rules,   take     any 


for  under- 


(i66) 

Latine  for  good,  be  it  ever  so  barbarous  or 

full  of  solaecismes,  and  partly,  because  they 

that  are  skilful  in  Grammar,  are  able  to  do 

something;   in   reading   Authours,   or    trans- 
lor  unaer-      ,     •  ^        •  •         t-    •    i  i        t  i        i 

standing        latmg,  or  writmg   bpistles,   or   the    like    by 

themselves,  whereas  they  that  learne  Latine 
without  any  Rule,  are  able  to  do  nothing 
surely  if  their  Teacher  be  away.  Besides 
if  the  Latine  be  once  well  gotten  by  Rule,  it 
is  not  so  apt  to  be  forgotten;  as  if  it  be  learned 
only  by  rote,  because  the  learner  is  at  any 
time  able  to  recover  what  he  hath  lost  by  the 
help  of  his  own  intellect,  having  the  habit  of 
Grammar  in  his  mind.  Yet  (I  conceive)  it 
is  the  readiest  way  to  the  gaining  of  this 
Language;  to  joyn  assiduity  of  speaking  arid 
reading,  and  writing,  and  especially  double 
translating  to  the  Rules;  for  as  the  one 
afFordeth  us  words  and  phrase,  and  the 
other  directs  us  how  to  order  them  for  a 
right  speech;  so  the  exercise  of  both  will  at 
last  beget  such  a  Habit  in  us,  that  v/e  may 
increase  our  ability  to  speak  and  under- 
stand pure  Latine,  though  (perhaps)  the 
Rules  of  Grammar  be  forgotten  by  us. 

Having  here  done  with  the  Ushers  Duty, 
I  shall  (God  willing)  go  on  to  discover  the 
Masters  Method  in  every  particular,  accord- 
ing to  what  I  have  either  practised  my  self, 
or  observe  from  others  of  my  profession. 
And  I  hope  this  my  slender  discovery  will 


(i67) 
excite  some  of  greater  practise  and  experi- 
ence, to  commit  also  to  publick  their  own 
observations;  by  whom  if  I  may  be  con- 
vinced, that  I  have  any  where  gone  in  an 
erroneous  way,  I  shall  willingly  retract  my 
course,  and  endeavour  to  stere  by  any  mans 
Chart,  that  I  find  more  easie  and  sure  to 
direct  me.*  In  the  mean  time,  I  commit 
my  little  vessel  to  the  waters  all  alone,  and  *\  ®^^ 
desire  God,  that  whatever  dangers  attend  aspiration 
it,  that  it  may  safely  arrive  to  the  port  which 
I  chiefly  aim  at:  viz,  the  honour  and  service 
of  his  divine  Majesty,  and  the  benefitting 
of  both  Church  and  Common  wealth,  in 
the  good  education  of  Children. 

*  Significant  of  Hoole's  general  attitude. 


THE 
MASTER'S    METHOD 

OR   THE 

exercising    of    scholars    in    grammars, 
authours,  and  exercises:  greek 
latin e  and  hebrew 

By  C.  H. 


LONDON 


Printed  by  J.  T.,  for  Andrew  Crook  at  the  Green  Dragon 

in  Paul's  Church    Yard,  1659. 

(169) 


CHAP.  I. 

how  to  make  the  scholars  of  the 
fourth  form  very  perfect  in  the 
art  of  grammar,  and  elements  of 
rhetorick;  and  how  to  enter  them 
upon  greek  in  an  easy  way.     how  to 

PRACTISE  THEM  (aS  THEY  READ  TERENCE, 
AND  OVID  DE  TRISTIBUS,  AND  HIS  META- 
MORPHOSIS, AND  JANUA  LATINAE  LINGUAE, 
AND  STURMIUS,*  AND  TEXTOr's  EPlSTLES) 
IN  GETTING  COPY  OF  WORDS,  AND  LEARN- 
ING THEIR  DERIVATIONS  AND  DIFFER- 
ENCES, AND  IN  VARYING  PHRASES.  HOW 
TO  SHEW  THEM  THE  RIGHT  WAY  TO  DOUBLE 
TRANSLATING,  AND  WRITING  A  MOST  PURE 
LATINE  STYLE. f  HOW  TO  ACQUAINT  THEM 
WITH  ALL  SORTS  OF  ENGLISH  AND  LATINE 
VERSES  AND  TO  ENABLE  THEM  TO  WRITE 
FAMILIAR  AND  ELEGANT  EPISTLES  IN  ENG- 
LISH   OR    LATINE    UPON    ALL    OCCASIONS. 

The   Usher   having   throughly    performed 

*  It  is  interesting  to  notice  the  name  of  Sturm, 
whose  influence  has  been  so  enduring  in  modern 
secondary   school  education. 

t  The  method  of  double  translation  was,  of  course, 
Ascham's.  Hoole's  Latin  method  is,  therefore,  bor- 
(171) 


Manuscript 
common- 
place 
books  for 
grammar 


(  172) 
his  duty,  so  as  to  lay  a  sure  foundation  by 
teaching  Grammar,  and  lower  Authours, 
and  using  other  helps  formentioned,  to  ac- 
quaint his  Scholars  with  the  words,  and 
order  of  the  Latine  tongue,  as  well  for  speak- 
ing, as  writing  it;  the  Master  may  more 
cheerfully  proceed  to  build  further,  and  in 
so  doing,  he  should  be  as  carefuU  to  keep 
what  is  well  gotten,  as  diligent  to  adde  there- 
unto. I  would  advise  therefore,  that  the 
Scholars  of  his  fourth  form  may, 

1  Every  morning  read  six  or  ten  verses  (as  formerly) 
out  of  the  Latine  Testament  into  English,  that  thus 
they  may  become  well  acquainted  with  the  matter, 
and  words  of  that  most  holy  Book;  and  after  they 
are  acquainted  with  the  Greek  Testament,  they  may 
proceed  with  it  in  the  same  manner. 

2  Every  Thursday  morning  repeat  a  part  out  of 
the  Latine  Grammar,  according  as  it  is  last  divided, 
that  by  that  means  they  may  constantly  say  it  over 
once  ever  quarter.  And  because  their  wits  are  now 
ripe  for  understanding  Grammar  notions,  when  ever 
they  meet  with  them,  I  would  have  them  everj'  one 
to  provide  a  Paper  book  of  two  quires  of  Quarto,  in 
the  beginning  whereof,  they  should  "vvTite  the  Heads 
of  Grammar  by  way  of  common  place,  as  they  see  it 
in  my  Latine  Grammar,  and  having  noted  the  pages, 
they  should  again  wTite  over  the  same  Heads,  (leav- 
ing a  larger  or  lesse  distance  betwixt  them,  as  they 

rowed  from  at  least  three  of  the  most  famous  con- 
tributors to  theory  of  language  teaching,  Sturm, 
Ascham  and  Comenius.  Brinsley,  too,  is  a  notable 
worker  in  this  field,  if  not  quite  of  the  same  fame  as 
these,   and  to  him  Hoole  makes  frequent  reference. 


(  ^73) 

conceive  they  may  finde  more  or  lesse  matter  to  fill 
them  withall)  in  the  leaves  of  their  Book,  and  insert 
all  niceties  of  Grammar  that  they  finde,  either  in 
their  daily  lessons,  or  in  perusing  other  Books  at  spare 
houres,  especially  such  as  either  methodically  or 
critically  treat  of  Grammar;  amongst  which  I  com- 
mend Mr.  Brinsley's  Posing  of  the  Accidents.  The 
Animadversions  upon  Lilies  Grammar;  Stockw'ood's 
disputations,  Mr.  Pooles  English  Accidents,  Hermes 
Anglo-Latinus,  Phalerii  Supplementa  ad  Grammati- 
cam,  Mr.  Birds,  Mr.  Shirleyes,  Mr.  Burleyes,  Mr. 
Hawkins,  Mr.  Gregories,  Mr.  Haynes,  Mr.  Danes,  Mr. 
Farnabies,  and  other  late  printed  new  Grammars, 
(which  they  may  read  in  private  one  after  another) 
will  afford  them  several  observations.  As  for 
Authores  Grammaticse  Antiqui,  which  are  commonly 
printed  together;  Dispauterius,  Linacer,  Melansthon, 
Valerius,  Alvarez,  Rhemus,  Sulpitius,  Vussios,  and 
the  like,  either  ancient  or  modern,  they  may  take  the 
opportunity  to  read  them,  after  they  come  to  higher 
Forms,  and  pick  out  of  them  such  pretty  notes,  as 
they  have  not  formerly  met  with  withall,  and  write 
them  in  their  Common-place-book.  And  because  it 
may  seem  a  needlesse  labour  for  every  Scholar  to  be 
thus  imployed,  and  it  is  (almost)  impossible  for  one 
alone  to  procure  so  many  Grammars,  it  were  to  be 
wished  that  in  every  Schcole  of  note,  there  might  be 
a  Library,  wherein  all  the  best  Grammars  that  can  be 
gotten,  might  be  kept,  and  lent  to  those  boyes,  that 
are  more  industriously  addicted  to  Grammar  Art, 
and  which  intend  to  be  Scholars,  that  they  may  read 
them  over,  and  refer  what  they  like  in  them  to  its 
proper  Head.  And  to  encourage  them  in  so  doing, 
the  Master  may  do  well  at  the  first  to  direct  them, 
and  afterwards  at  leisure  tim.es  to  cast  an  eye  upon 
their  Books,  and  see  what  they  have  collected  of 
themselves.     But  be  sure  they  keep  their  Paper-book 


Using 

several 

grammars 

for 

reference 


Library 
for  the 
purpose 


(174) 

-  fair,   and  that  they    write  constantly   in  it,   with  a 
legible  and   even  hand. 

3  Thus  they  may  have  liberty  to  learn  Rhetorick 
on  Mondayes,  Tuesdayes,  and  Wednesdayes,  for 
morning  Parts,  and  to  enter  them  in  that  art  of  fine 
speaking,  they  may  make  use  of  Elementa  Rhetorices, 
lately  printed  by  Mr.  Dugard,  and  out  of  it  learn  the 
Tropes  and  Figures,  according  to  the  definitions  given 
by  Talaeus,  and  afterwards  m.ore  illustrated  by  Mr. 
Butler.  Out  of  either  of  which  books,  they  may  be 
helped  "with  store  of  examples,  to  explain  the  Defini- 
tions, so  as  they  may  know  any  Trope  or  Figure  that 
they  meet  with  in  their  own  Authours.  When  they 
have  thoroughly  learnt  that  little  book,  they  may 
make  a  Synopsis  of  it,  whereby  to  see  its  order,  and 
how  every  thing  hands  together,  and  then  WTite  the 
The  same  Commonplace  heads  in  a  Paper-book  (as  I  have  men- 
■vyith  tioned  before  concerning  Grammar)  unto  which  they 

figures  of        niay  referre  whatever  they   like  in  the  late  English 
speech  Rhetorick,    Mr.   Farnabies   Index   Rhetoricus,   Susen- 

brotus,  Mr.  Homes  Compendium  Rhetorices,  or  the 
like,  till  they  be  better  able  to  peruse  other  Authours 
that  more  fully  treat  of  the  Art;  as  Vossius's  Parti- 
tionee  Oratorise,  Orator  extemporaneus,  Tesm.ari 
exercitationes  Rhetoricse,  Nic.  Caussinus,  Paiot  de 
eloquentiS.  and  many  others;  with  which  a  School- 
Librarj"  should  be  very  well  furnished  for  the  Scholars 
to  make  use  of,  according  as  they  increase  in  ability 
of  learning. 

These  Elementa  Rhetorices  in  their  first  going 
over,  should  be  explained  by  the  Master,  and  con- 
strued by  the  Scholars,  and  every  example  compared 
with  its  Definition.  And  the  Scholars  should  now 
be  diligent  of  themselves  to  observe  every  Trope 
and  Figure,   that  occure  in   their   present  Authours, 


(175) 

and  when  they  say,*  to  render  it  with  its  full  defini- 
tion and  if  any  be  more  eminent  and  worthy  observa- 
tion then  others,  to  write  it  down  in  their  Common- 
place-book, and  by  this  means  they  will  come  to  the 
perfect  understanding  of  them  in  a  quarter  of  a  yeares 
time  and  with  more  ease  commit  it  all  to  memory 
by  constant  parts,  saying  a  whole  Chapter  together 
at  once;  which  afterwards  they  may  keep  by  constant 
Repetitions,  as  they  do  their  Grammar. 

4  When    they    have   passed   their    Rhetorick,    you 
may  let  them  bestow  those  hours,  which  they  spent 
about  it,  in  getting  the  Greek  Grammar  for  mornmg  Greek 
parts      And  because   in   learning   this   Language,    as 
well  as  the  Latine,  we  are  to  proceed  by  one  Rule, 
which  is  most  common  and  certain;  I  preferre  Cam- 
dens   Greek   Grammar  before  any    I  have  yet  seen 
(though  perhaps  it  be  not  so  facile,  or  so  compleat  as 
some  latelier   printed,   especially   those  that  are  set 
out  by  my  worthy  friends.  Mr.  Busbie  of  Westmmster, 
and  Mr    Dugard  of  Merchant  Taylors  Schoole)  in  the 
first  going  over  of  which  I  would  have  them  to  repeat 
onely  the  Greek  letters,  and  their  divisions,  the  Ac- 
cents   and  eight  Parts  of  Speech,   the  Articles,   De- 
clensions,   and    Conjugations,    and    Prepositions    by 
several  parts,  as  they  are  best  able  to  get  them,  and 
to  v.Tite  down  so  much  as  they  say  at  once  in  a  fair 
Paper-book  t    very    exactly    observing   and    marking 
every  Acce'nt,  and  note  of  distinction,  and  this  will 
quickly    enable  them   to  \sTite  or  read   Greek  very 
trulv,  especially  if  they  minde  the  abbreviated  char- 
acters   which  are  now  lately  printed  at  the  end  of 
most  'of  these  Grammars.     This  work  will  take  up 

about  a  quarter  of  a  years  time. ^ 

*  "Say,"  evidently  in  the  sense  of  "to  say  a  lesson," 

t  Hoole  believes  strongly  in  the  use  of  note-books 
and  in  wTiting  what  is  being  learned. 


(176) 

In  the  next  half  year,  they  may  get  over  the  whole 
Grammar  in  that  order,  as  it  is    printed.     And  in  the 
interim   thereof   they    may    make  use   of   the   Greek 
Greek  Testament  everj'  morning  after  prayers,  in  like  man- 

Testament  Der  as  they  formerly  used  their  Latine  one.  They 
may  begin  with  the  Gospel  of  St.  John,  which  at  the 
first  you  may  help  them  to  construe  and  parse  ver- 
batim, but  after  a  while  when  they  have  gathered 
strength  to  do  somewhat  of  themselves,  you  may  let 
them  make  use  of  Pasors  Lexicon,  which  they  will 
better  do,  by  help  of  the  Themes,  which  I  caused  to 
be  printed  in  the  Margent  of  the  Greek  Testament, 
which  will  lead  them  to  Pasor,  to  see  the  Analj'sis 
of  any  word  in  the  Testament.  Mr.  Dugard  hath 
lately  compleated  his  Lexicon  Graeci  Testamenti 
Alphabeticum,  una  cum  explicatione  Grammatics 
vocum  singularum  in  usum  Tironum;  nee  non  con- 
cordantia  singulis  vocibus  apposita,  in  usum  Theo- 
logiae  canditatorum;  which  were  it  once  comm.itted 
to  the  presse,  as  it  now  lyeth  ready  in  his  hand,  would 
be  most  excellent  help  to  young  Scholars,  to  proceed 
in  the  Greek  Testament  of  themselves,  in  an  under- 
standing and  Grammatical  way.  And  I  hope  it  will 
not  be  long  ere  he  publish  it  for  common  use.  When 
they  have  gone  over  the  Declensions  ond  Conjuga- 
tions, and  are  able  to  write  Greek  in  a  very  fair  and 
legible  character,  let  them  wTite  out  the  Paradigmes 
of  every  Declension  and  Conjugation  and  divide  the 
movable  part  of  the  words,  from  the  Terminations, 
as  you  may  see  it  done  in  Mr.  Dugards  Rudimenta 
Grammaticse  Graecse. 

After  they  are  thus  acquainted  with  every  partic- 
ular example,  they  may  ^\Tite  out  all  the  Declensions 
one  by  another,  and  the  three  voyces  of  the  Verbs 
throughout  all  moods  and  tenses  in  all  Conjugations, 
that  so  they  may  more  readily  compare  them  one  by 
another  and  see  what  Tenses  are  alike,  or  which  are 


( ^11) 

wanting  in  every  voyce.  If  these  things  were  drawn 
into  Tables,  to  be  hanged  up  in  the  Schoole,  they 
would  help  the  weaker  boyes. 

And  to  supply  them  with  store  of  Nouns  andVerbs,  A  "vocab- 
you  may  let  them  repeat  as  many  nouns  as  thej'  can  ulary" 
well  at  once  out  of  Mr.  Gregories  Nomenclatura;  and  method 
afterwards  as  many  Sentences  as  they  can  well  say  at 
once,  out  of  Seidelius,  or  the  latter  end  of  Clavis 
Graecse  linguae,  by  the  repeating,  construing  and 
parsing,  whereof  they  will  learn  all  the  Primitive 
words  of  the  Greek  Tongue,  and  be  able  to  decline 
them,  and  thus  they  will  be  very  well  fitted  to  fall 
upon  any  approved  Greek  Authour,  when  they  come 
into  the  next  Form.  But  if  you  would  have  them 
learne  to  speak  Greek  let  them  make  use  of  Posselius's 
Dialogues,  or  Mr.  Shirleyes  Introductorium,  in  Eng- 
lish, Latine  and  Greek.  I  commonly  appointed 
Tuesday es  and  Thursday es  afternoons  for  this  em- 
ployment, before  or  after  the  Scholars  had  performed 
their  other  Tasks. 

5  Terence,*  of  all  the  School- Auth ours  that  we 
read,  doth  deservedly  challenge  the  first  place,  not 
onely  because  TuUy  himself  hath  seemed  to  derive 
his  eloquence  from  him,  and  many  noble  Romans  Terence 
are  reported  to  have  assisted  him  in  making  his 
Comedies;  but  also  because  that  Book  is  the  very 
quintessence  of  familiar  Latine,  and  very  apt  to 
expresse  the  most  of  our  Anglisicmes  withall.  The 
matter  of  it  is  full  of  morality,  and  the  several  Actors 
therein,  most  lively  seem  to  personate  the  behaviour 
and  properties  of  sundry  of  the  hke  sort  of  people, 
even  in  this  age  of  ours.  I  would  have  the  Scholars, 
therefore  of  this  form  to  read  him  so  thorowly,  as  to 
make  him  wholly  their  own.     To  help  them  in  so  do- 

*  Author   of   the  famous   words:    "Homo   sum;    et 
nihil  humani  a  me  alienum  puto." 


Hoole's 

translation 

method 


leading 
up  to 
composition 


(178) 

ing,  I  have  rendered  a  good  part  of  it  into  English, 
answerable  to  the  Latine  line  by  line,  in  the  adverse 
page,  and  I  intend  (God  willing)  ere  long  to  compleat 
the  whole,  according  to  what  I  have  formerly  under- 
taken, and  promised. 

This  Authour  I  would  have  the  Scholars  to  read 
constantly  every  Monday,  Tuesday,  Wednesday,  and 
Thursday,  for  forenoon  lessons,  taking  about  half  a 
page  at  once,  till  they  begin  to  relish  him,  and  then 
they  will  easily  take  more,  and  delight  to  be  exer- 
cised in  him  in  this  manner. 

1  Let  them  vrrite  out  every  Lesson  verj'  fair  and 
exactly,  as  they  see  it  printed  before  them  both  in 
English  and  Latine.  And  this  will  be  a  means  to 
perfect  them  in  Orthography,  and  to  imprint  what 
they  learn  in  that  Authour  in  their  mindes.  They 
should  have  a  Quarto  Paper-book  for  this  purpose, 
wherein  nothing  else  should  be  -m-itten. 

2  Let  them  translate  about  four  or  six  lines  Gram- 
matically in  a  loose  paper  that  by  this  means  they 
may  better  take  notice  of  the  way  of  construing. 

3  Let  them  construe  the  whole  Lesson,  both  Gram- 
matically, and  according  to  the  phrase,  and  this  will 
acquaint  them  with  the  proprieties  of  both  Tongues. 

4  Let  them  parse  it  according  to  the  Grammatical 
order,  examining  every  word  to  the  utmust  of  what 
Grammar  teacheth  concerning  it,  and  this  will  make 
them  thorowly  to  understand  Lilie,  and  sometimes 
to  consult  other  Gramm.ars,  where  he  comes  short 
in  a  Rule. 

5  Let  them  cull  out  the  most  significant  words, 
and  phrases,  and  write  them  in  a  Pocket-book,  with 
figures  referring  where  to  finde  them  in  their  Authour; 
and  let  them  ever  and  anon  be  conning  these  by  heart, 
because  these  (of  all  others)  will  stand  them  in  most 
stead  for  speaking  Latine,  or  writing  Coloquies  and 
Epistles. 


(179) 

In  reading  of  this  book  it  is  not  amisse  for  the 
Master  to  minde  his  Scholars  of  the  true  decorum  of  The  true 
both  things  and  words,  and  how  fitting  they  are  for  spirit  of 
such  persons  to  do  or  speak,  as  are  there  represented,  style  or 
and  upon  such  occasions  as  they  did,  and  spake  composi- 
them.*  As  in  Andria,  they  may  observe  not  onely  in  ^jon 
general!,  how  young  men  are  to  be  enticed,  old  men 
to  chide,  servants  to  deceive,  &c.,  but  more  particu- 
larlj'  they  may  see  how  some  men  are  more  apt  to 
be  carried  away  by  passion  then  others  are,  and  how 
different  their  natures  are  sometimes,  though  their 
age  and  breeding  may  be  the  same.  Thus  they 
shall  finde  Simo  and  Chremes,  two  old  citizens,  the 
one  pettish  and  apt  to  overshoot  himself  in  many 
things,  the  other  more  ca'me  and  circumspect,  and 
therefore  better  able  to  pacify  and  advise  others. 
Likewise  they  shall  meet  with  two  young  Gentlemen, 
Pamphilus  and  Charinus,  the  one  whereof  being  very 
towardly  and  hopeful,  was  drawn  away  by  ill  com- 
pany, and  thereby  brought  into  much  trouble  of 
mind,  betwixt  a  fear  to  offend  his  Father,  and  a  care 
to  make  amends  for  his  fault  committed;  but  the 
other  being  rash  and  childishly  disposed,  is  set  upon 
what  he  desireth  with  such  eagernesse,  that  he  will 
have  it,  though  it  be  impossible  for  him  to  obtain  it, 
and  he  be  utterly  ignorant  of  using  any  meanes  to 
come  by  it.  But  above  all,  they  will  laugh  at  the 
knave  Davus,  to  read  how  he  presuming  up>on  his 
own  cunning  wit,  displeaseth  Simo  and  ensnareth 
Pamphilus,  and  at  last  brings  himself  within  the 
compasse  of  the  lash.  And  in  this  and  other  come- 
dies, they  may  observe  many  remarkable  things, 
sayings  and  actions,  which  will  hint  much  to  abun- 
dant  matter   of   invention   for   future   exercises.     As 

*  The  next  few  sentences  show  the  spirit  of  the 
humanist,  and  that  Hoole  was  alive  to  the  need  for 
thought  and  matter  before  written  words. 


(i8o) 

when  they  hear  Davus  cry,  Hem  Astutias!  Fie  upon 
craft!  they  may  take  occasion  to  enlarge  upon  the 
matter  as  to  say:  One  may  quickly,  perceive  by 
Davus  in  Terence,  what  a  mischievous  wit  will  come 
to,  that  doth  alwayes  busie  it  self  to  circumvent  and 
entrap  others;  for  this  fellow,  after  he  had  cozened 
his  old  Master,  and  unhappily  taught  his  Master's 
son  to  tell  his  father  a  lie,  and  intangle  himself  in  a 
double  m.arriage,  and  saw  his  knavery  could  not 
help  him  to  escape  his  own  danger,  was  ready  at  last 
to  hang  himself;  and  though  he  came  off  prettj'  well 
with  his  young  Master,  by  condemning  himself,  and 
asking  forgivenesse,  and  promising  to  amend  the 
matter  he  had  utterly  spoyled;  yet  in  the  height  of 
his  jolhty,  the  old  man  catcheth  him  at  unawares, 
and  without  hearing  him  to  speak  a  word  for  himself, 
calleth  for  Dromo,  and  makes  him  hoise  him  up,  and 
carry  him  away  to  the  house  of  correction,  and  there 
to  tye  him  neck  and  heels  together,  and  whip  him 
smartly  for  the  roguery  he  had  done.  Such  Dictates 
as  these,  the  Master  m.ay  give  his  Scholars  sometimes 
to  turn  into  pure  Latine,  till  they  be  able  to  make 
the  like  of  themselves.  And  this  is  indeed  to  make 
a  true  use  of  this  excellent  Authour,  according  to 
what  Erasmus  directs  in  his  golden  little  book,  de 
Ratione  instituendi  Discipulos,  which  is  worth  ones 
perusal,    that  is   exercised   in   teaching  j'outh. 

When  you  meet  with  an  Act  or  Scene  that  is  full 
of  affection,  and  action,  you  may  cause  some  of  your 
Scholars,  after  they  have  learned  it  to  act  it,  first  in 
private  amongst  themselves,  and  afterwards  in  the 
open  Schoole  before  their  fellowes;  and  therein  you 
must  have  a  main  care  of  their  pronunciation,  and 
acting  every  gesture  to  the  very  life.*  This  acting 
of  a  piece  of  a  Comedy,   or  a  Colloquy  sometimes, 

*  Mulcaster's  boys  had  acted  in  Leicester's  pageant 
at  Kenilworth  in  honor  of  Queen  Elizabeth. 


(i8i) 

will  be  an  excellent  means  to  prepare  them  to  pro- 
nounce orations  with  a  Grace,  and  I  have  found  it 
an  especiall  remedy  to  expell  the  sub  rustick  bash- 
fulnesse,  and  unresistable  timorousnesse,  which  some 
children  are  naturally  possessed  withall  and  which 
is  apt  in  riper  yeares  to  drown  many  good  parts  in 
men  of  singular  endowments. 

6  Their  afternoon  parts,  on  Mondays  and  Wednes- 
days, may  be  in  Janua  Latinse  linguse,  which  book 
should  be  often  read  over,  because  it  will  at  once 
furnish  them  with  the  knowledge  of  words  and  things, 
into  the  reasons  of  which,  they  will  now  be  more 
industriously  inquisitive,  then  formerly;  because 
their  present  years  do  teach  them  to  be  more  dis- 
cursive in  their  understanding,  as  growing  more 
towards  men.  And  therefore  in  this  book  they 
should  not  onely  first  minde  the  signification,  and 
Grammatical  construction  of  words,  but  secondly 
endeavour  to  gain  a  Copy  of  good  and  proper  words 
for  expression  of  one  and  the  same  thing,  as  that 
they  may  not  only  tell  you  that  domus  but  also  a?des 
is  Latine  for  a  house,  and  that  decus,  and  pulchritudo 
are  Latine  for  beautj-  as  well  as  forma;  and  in  finding 
such  Synonyma's  as  these,  they  may  be  helped  as 
well  by  Dictionaries,  as  by  frequent  reading.  Thirdly, 
They  may  with  every  part  bring  a  piece  of  the  Index 
translated  into  English.  Fourthly,  Because  they 
must  now  begin  to  use  their  judgement  in  the  right 
choyce  of  words,  (when  they  find  many  heaped  to- 
gether) it  were  not  amisse  to  let  them  enquire  the 
Original  out  of  Rider's  Latine  Dictionary,  or  Beck- 
man  de  Originibus  Latinse  linguae;  and  to  consider 
the  differences  that  are  betwixt  words  of  the  same 
signification;  which  they  may  learn  out  of  Ausonius 
Popma,  Laurentius  Valla,  Cornelius  Fronto,  Varro 
de  lingua  Latin^,  and  the  like  books  fit  to  be  kept 
in  the  School  Library-. 


(I82) 

7  On  Tuesdaies  and  Thursdaies  in  the  afternoons, 
I  ■would  have  the  Form  employed  in  some  of  Tullies 
Epistles,  (either  those  collected  formerly  by  Sturmius, 
or  those  of  late  made  use  of  in  Westminster  Schoole) 
but  Sturmius's  I  rather  prefer  as  more  easie  to  begin 
withall,  the  others  may  be  used  afterwards,  together 
with  Textors  Epistles.     And 

1  I  would  have  them  be  exercised  in  double  trans- 
To  acquire  lating  these  Epistles,  so  as  to  render  many  of  them 
Ciceronian  into  good  English,  and  after  a  while  to  turn  the  same 
style                again   into   Latine,   and   to   try   how   near   they   can 

come  to  their  Authour  in  the  right  choice,  and  orderly 
placing  of  words  in  every  distinct  period.*  And 
because  the  Authours  style  and  expression  will  in 
many  particulars  seem  hard  to  those  that  have  not 
formerly  read  some  of  his  Epistles,  I  have  thought 
good  at  first  to  give  my  Scholars  a  taste  of  an  Epis- 
tolary style,  by  translating  a  Century  of  selected 
Epistles,  out  of  Tully  and  other  choice  Authours, 
making  the  English  answer  to  the  Latine,  Period  by 
Period.  And  these  I  cause  them  to  write  over,  and 
in  so  doing,  to  take  notice  of  the  placing  of  every  word, 
and  its  manner  of  signification.  By  this  means 
they  both  better  themselves  in  Orthography,  and 
easily  become  so  acquainted  with  Tullies  expressions, 
that  they  can  adventure  to  construe  any  of  his  Epis- 
tles of  themselves,  and  turn  th<^m  into  English,  as 
they  see  I  have  done  the  like  before  them. 

2  Then  do  I  cause  them  (as  I  said)  to  make  double 
translations  of  themselves;  one  while  wTiting  down 
both  the  English  and  Latine  together,  as  they  con- 

*  Cicero  was  Sturm's  great  model,  and  justly  for 
the  charm  of  his  style.  The  fault  lay  in  the  thinness 
of  his  matter,  and  in  the  almost  exclusive  attention 
to  st>'le.  Even  Erasmus,  long  before  Sturm,  had 
said  that  he  did  not  recognize  the  duty  of  trying  to 
be  more  Ciceronian  than  Cicero  himself. 


(i83) 

strue  it,  (which  some  call  Metaphrasis,  an  example 
or  two  whereof  you  may  see  in  Merchant  Taylors 
School  Probation)  and  another  while,  and  most 
frequently,  writing  English  out  of  the  Latine  by  it 
self,  which  within  ten  dayes  after,  they  try  how  to 
turn  into  the  like  good  Latine  again. 

And  this  is  the  way  Mr.  Brinsley  so  much  com- 
mendeth,  a-nd  Mr.  Ascham  was  m^oved  to  think  to 
be  onely,  or  chiefly  the  fittest,  for  the  speedy  and 
perfect  attaining  of  the  Tongue. 

3  After  they  are  grown  pretty  quick  in  translating 
both  wayes,  you  may  write  them  down  a  little  English 
Epistle  of  like  matter  and  words  to  that  in  their  book, 
directed  to  some  of  their  own  acquaintance,  which 
they  may  turn  into  Latine,  Period  after  Period,  by 
themselves. 

To  begin  therefore  with  the  first  Epislte  in  Stur- 
mius,  w^hich  may  be  writ  down  translated  thus: 

M.  T.  C.  Terentiffi,  Salutem  pluriniam  dicit. 
Mark    TuUy    Cicero,    sendeth    hearty    commenda- 
tions to  (his  wife)  Terentia. 

Si  vales,  bene  est,  ego  valeo. 

If  you  be  in  good  health,";^it  is  well,  I  am  in  good 
health. 

Nos  quotidie  tabellarios  vestros  expectamus,  qui 
si  venerint,  fortasse  erimus  certiores,  quid  nobis 
faciendum  sit,  faciemusque  te  statim  certiorem. 

We  everyday  expect  your  Letter-posts  who  if  they 
come,  we  shall  be  perhaps  more  certain,  what  we 
are  to  do,  and  we  will  certifie  you  forthwith. 

Valetudinem   tuam   cura   diligenter,    vale. 
Look   diligently   to  your  health,   farewell. 

Calendis  Septembris. 

The  first  day  of  September. 


(i84) 

And  you  may  shew  them  how  to  imitate  it,  (ob- 
serving our  English  manner  of  writing  letters)   thus; 

To  his  very  loving  Friend  Mr.  Stephano  Primate 
at  the  Seven  Stars  neer  Newgate  London. 
These 
A   Latin  Amantissimo  suo  amico  Domino  Stephano  Primate 

epistle  ad  insigne  Septentrionum  Juxta  novam  Portam   Lon- 

doninensem,  hasce  dabis. 

Most  sweet  Stephen — 

If  you  be  all  in  good  health  at  London,  it  is  very 
well:  we  are  all  very  well  at  Barnet;  The  Lord  be 
praised. 
Stephane  mellitissime — 

Si  vos  omnes  Londini  valetis,  optime  est:  nos 
quidem  omnes  Barnetae  valemus;  Laudetur  Dominus 
Deus. 

I  have  every  day  expected  a  Letter  from  you,  for 
this  Avhole  week  together,  which  if  it  come,  is  like  to 
be  very  welcome  to  me,  I  pray  you  therefore  ^vrite 
to  me,  and  let  m.e  know  what  to  do,  and  I  will  write 
back  again  to  you  forthwith. 

Ego  quotidie  literas  tuas,  per  banc  totam  heb- 
domadem  expectavi;  quae  si  venerint  gratissimse 
mihi  futurse  sunt;  oro  igitur  ut  ad  me  scribas,  et 
certiorem  me  facias,  quid  agis,  and  ego  statim  ad  te 
rescribam. 

Give  your  mind  diligently  to  learning:  Farewell 
heartily. 

Studio  literarum  diligenter  incumbe.     Vale  feliciter. 

Your  most  loving  friend, 
Robert  Burrows. 
Barnetse, 

Octob  4,  Amantissimus  tuus  amicus, 

1659.  Robertus    Burrow es. 


('85) 

They  may  imitate  the  same  Epistle  again  in  framing 
an  answer  to  the  particulars  of  the  foregoing  letter 
after  this  manner;  observing  the  form  of  composi- 
tion, rather  then  the  words. 

To    his    very    much    respected    friend    Mr.    Robert  The  reply 
Burrows  neere  the  Mitre  at  Barnet  these  deliver. 

Observantissimo  suo  amico  Roberto  Burrows  haud 
ita  procul  a  Mitra  Barnetse,  hasce  dabis. 

Deare  Robert — 

I  am  very  glad,  I  am  certified  by  your  Letter,  that 
you  and  all  our  friends  are  in  good  health.  Lo,  I 
have  now  at  last  sent  you  my  letter,  which  I  am  sorrj% 
that  I  have  made  you  so  long  to  look  for,  before  it 
came  to  your  hand.  And  forasmuch  as  you  desire 
to  know  what  I  do,  I  thought  good  to  certify  you, 
that  I  am  wholly  busied  at  my  books,  insomuch  that 
I  could  willingly  finde  in  my  heart  to  die  at  my  studies; 
so  true  is  that  which  we  sometimes  learned  in  our  Acci- 
dents. To  know  much  is  the  most  pleasant  and 
sweetest  life  of  all.  You  need  not  therefore  persuade 
me  further  to  give  my  mind  to  learning,  which  (truly 
to  speak  plainly)  I  had  much  rather  have  then  all, 
even  the  most  precious  jewels  in  the  world.  Farewell, 
and  write  as  often  as  you  can  to 

Your  very  loving  friend, 

Stephen  Primate. 

Charissime   Roberte — 

Quod  ex  tuis  Uteris  certior  fiam,  te,  et  omnes  nostros 
bene  valere,  magnopere  gaudeo.  Ecce,  nostras  Jam 
tandem  ad  te  misi.  Quas,  quoniam  in  causa  fui, 
ut  diutius  expectes,  priusquam  ad  vos  venerint, 
vehementer  doleo.  Ciim  autem  quid  ego  agam, 
scire  cupias;  certicrem  te  facere  velim,  me  to  turn  in 
libris  esse  occupatum;  usque  adeo,  ut  vel  emori  studiis 
mihi  dulce  erit;  Ita  verum  est,  quod  e  Rudimentis 
Grammatices  olim  ebribimus:  Multum  scire  est  vita 


(i86) 

jucundissima.  Non  igitur  opus  est,  ut  ulterius  mihi 
suadeas,  studio  literarum  et  doctrinse  incumbere, 
quae  quidem  (ut  plane  loquar)  omnibus  gemmis,  vel 
pretiosissimis  cupidissinie  malim.  Vale,  et  literas 
quam  ssepissime  mitte  ad 

Amantissimum  tui, 

[Robertum    Burrowes] 
Stephanum  Primate.  (?) . 

Thus  you  may  help  them  to  take  so  much  as  is 
needfull  and  fit  for  their  purpose  out  of  any  Epistle, 
and  to  alter  and  apply  it  fitly  to  their  several  occa- 
sions of  writing  to  their  several  friends;  and  where 
Tully's  expressions  will  not  serve  them,  let  them 
borrow  words  and  phrases  out  of  the  books  that  they 
have  learnt,  (but  especially  out  of  Terence)  and  take 
care  to  place  them  so,  that  they  may  continually 
seem  to  imitate  Tullie's  form  of  "WTiting  Epistles, 
though  they  be  not  altogether  tj'ed  to  his  ven,-  words. 
And  this  I  give  as  a  Caution  both  in  speaking  and 
writing  Latine,  that  they  never  utter  or  write  any 
words,  or  phrases,  which  they  are  not  sure  they  have 
read  or  heard  used  in  the  same  sense,  that  they  there 
intend    them. 

It  were  necessary  for  them,  as  they  proceed  in  read- 
ing Epistles,  to  pick  out  all  such  familiar  expressions 
as  are  incident  to  be  used  in  WTiting  letters,  and  to 
note  them  in  a  paper  book  kept  for  the  purpose, 
digested  into  certain  places,  that  they  may  help 
themselves  with  them  as  they  have  occasion.  You 
may  see  a  Precedent  hereof  in  Fabritius's  Elegantisfi 
Pueriles.  And  because  the  same  phrase,  is  not  often 
to  be  repeated  in  the  same  words,  they  should  now 
strive  to  get  more  liberty  of  expressing  their  mindes 
by  learning  to  var>'  one  and  the  same  phrase  both  in 
English  and  Latine,  sometimes  ex  tempore,  before 
the  Master,  and  sometimes  amongst  themselves  by 
writing  them  down,  and  then  appealing  to  the  Master 


(i87) 

to  judge,  who  hath  done  the  bast.  To  enter  them 
upon  this  work,  you  may  first  begin  with  Mr.  Clarks 
Dux  oratx)rius,  and  then  make  use  of  that  excellent 
book  of  Erasmus  de  copia  verborum,  which  Avas 
purposely  by  him  intended,  and  contrived  for  the 
benefit  of  Pauls  Schoole,  and  I  am  sorry  to  see  it  so 
little  made  use  of  in  most  of  our  Grammar-Schooles 
in   England. 

To  encourage  them  to  begin  to  wTite  of  themselves,   A  class 
and  to  help  their  inventions  somewhat  for  inditing  method 
Epistles,  you  may   take  this  course  at  once  with  a 
whole  form   together,   which   I  have   experienced   to 
be  very  easie,  and  generally  pleasing  to  young  Scholars. 

1  Ask  one  of  your  boyes,  to  whom,  and  for  what, 
he  is  minded  to  write  a  letter;  and,  according  as  he 
shall  return  you  an  answer,  give  him  some  general 
instructions  how  to  do  it. 

2  Then  bid  him  and  all  his  fellows  let  you  see 
which  of  them  can  best  indite  an  English  letter  upon 
that  occasion,  and  in  how  short  a  time. 

3  Let  them  every  one  bring  his  own  letter  fairly 
written,  that  you  may  shew  them  how  to  amend 
the  imperfections  you  finde  in  it. 

4  Take  his  that  hath  done  the  best,  and  let  every 
one  give  you  an  expression  of  his  own  gathering, 
for  every  word  and  phrase  that  is  in  it,  and  let  it  be 
different  (if  it  may  be)  from  that  which  another  hath 
given  already  before  him. 

5  As  they  give  in  their  expressions,  do  you,  or  an 
able  Scholar  for  you,  wTite  them  all  down  in  a  paper, 
making  a  note  that  directeth  to  the  place  to  which 
they   belong. 

6  Then  deliver  them  the  paper,  and  let  every  one 
take  such  words  or  phrace,  as  is  most  agreeable  to 
the  composition  of  an  Epistolary  style  (so  that  he 
take  not  the  same  that  another  useth)  and  bring  the 
letter  writ  fair,  and  turned  out  of  English  into  Latine. 


(i88) 


And  thus  you  shall  finde  the  same  Epistle  varied 
so  many  several  wayes,  that  every  boy  -will  seem  to 
have  an  Epistle  of  his  own,  and  quite  differing  in 
words  from  all  those  of  his  fellowes,  though  the  matter 
be  one  and  the  same. 

To  help  the  young  beginners  to  avoid  Barbarismes, 
and  Anglicismes,  (to  which  they  will  be  verv  subject 
if  not  timely  prevented)  you  may  make  use  of  a  little 
Dictionarj^  English  and  Latine  in  Octavo,  which  re- 
solves the  difficulties  of  Translating  either  way,  and 
Mr.  Walkers  useful  Book  of  Particles,  which  is  lately 
printed;  as  also  Mr.  Willis  Anglicismes  Latinized, 
and  Mr.  Clerks  Phraseologia  Puerilis;  not  to  mention 
Turselinus,  or  Doctor  Hawkins  particulse  Latinse 
orationis,  which  may  afterwards  be  made  use  of, 
when  Scholars  grow  tOAvards  more  perfection  in  the 
Latine  Tongue,  and  can  read  them  without  your 
help.  But  for  their  further  assistance  in  this  most 
profitable  and  commendable  kinde  of  exercise,  I  com- 
mend unto  you  Mr.  Clerks  Epistolographia,  and  Eras- 
mus de  conscribendis  Epistolis;  to  which  you  may 
adde  Buchleri  Thesaurus  conscribendarum  Episto- 
larum,  Verepseus  de  conscribendis  Epistolis,  and 
others,  fitting  to  be  reserved  in  the  School  Library, 
for  your  Scholars  to  peruse,  and  collect  notes  out  of 
at  their  leasure  hours.  He  that  will  be  excellent 
in  any  art,  must  not  onely  content  himself  with  the 
best  Precedents.*  which  in  many  particulars  may 
(perhaps)  exceed  all  others;  but  also  now  and  then 
take  notice  what  others  have  attempted  in  that 
kinde,  and  sometimes  he  shall  finde  the  m.eanest  to 
afford  him  matter  of  good  use.  And  therefore  I 
would  advise  that  the  Scholars  in  the  upper  Forms 

*  The  spelling  in  the  original  is  "presidents";  when- 
ever the  spelling  can  be  retained  it  has  been,  but  such 
peculiar  substitutions  as  this  have  been  corrected. 
Inconsistencies  are  frequent,  as  thereader  has  observed. 


(i89) 

may  often  imploy  themselves  in  perusal  of  all  TuUies 
Epistles,  and  sometim.es  in  those  of  Plinj%  Seneca, 
Erasmus,  Lipsius,  Manutius,  Ascbam,  Politianus, 
and  whatever  they  find  in  the  Schoole  Library,  (which 
should  indeed  be  very  well  furnished  with  Epistolary 
books)  that  out  of  them  they  may  learn  to  expresse 
their  mindes  to  the  full,  upon  any  subject  or  occasion, 
to  whomsoever  they  write,  and  to  use  a  stjie  befitting 
both  the  matter,  and  persons,  be  they  ever  so  lofty 
or  mean. 

After  this  Form  is  once  well  entered  to  vrrite  Epistles 
of  themselves,  they  may  make  two  Epistles  every 
week,  (one  in  answer  to  the  other)  to  be  shewed  fair 
on  Saturdaies,  so  they  do  not  exceed  a  quarter  of  a 
sheet  on  one  side,  because  great  heed  should  be  taken 
in  the  composing  of  them. 

And  let  this  Rule  be  observed  in  performing  these 
and  all  manner  of  exercises;  that  they  never  go  about 
a  new  one,  till  they  have  finished  that  they  began 
It  were  better  for  Scholars  sometimes  to  do  one  and 
the  same  exercise  twice  or  thrice  over  again,  that  in 
it  they  may  see  and  correct  their  own  errours,  and 
strive  to  out-doe  themselves;  then  by  slipping  from 
one  work  to  another,  and  leaving  that  in  their  hands 
incompleat,  to  get  an  ill  habit  of  posting  over  busi- 
nesse  to  little  or  no  purpose.  Non  qu^m  multum 
sed  quam  bene,  should  be  remiembered  in  Scholars 
exercises. 

8  Their  afternoon  Lessons  on  Monday  es  and  Wed- 
nesday es,  for  the  first  half  year  (at  least)  may  be  in 
Ovids  little  book  de  tristibus,  wherein  they  may 
proceed  by  six  or  eight  verses  at  a  Lesson  which  they 
should  first  repeat  memoriter  as  perfectly  as  they 
can  possibly,  because  the  very  repetition  of  the  verses, 
and  much  miore  the  having  of  them  by  heart,  will 
imprint   a    lively    pattern    of   Hexameters    and    Pen- 


(  19°) 

tameters  in  their  minds,  and  furnish  them  with  many 
good   Authorities. 

2  Let  them  construe  verbatim,  and  if  their  Lesson 
be  harder  then  ordinary,  let  them  -ssTite  it  down 
construed. 

3  Let  them  parse  every  word  most  accurately, 
according  to  the  Grammatical  order. 

4  Let  them  tell  you  what  Tropes  and  figures  they 
find  in  it,  and  give  you  their  Definitions. 

5  Let  them  scan  every  verse,  and  after  they  have 
told  you  what  feet  it  hath  in  it,  and  of  what  Syllables 
they  consist,  let  them  give  the  Rule  and  the  quantity 
of  each  syllable,  why  it  is  long  or  short;  the  scanning 
and  proving  verses,  being  the  main  end  of  reading 
this  Authour,  should  more  than  any  thing  be  in- 
sisted upon,  whilst  they  read  it.  And  now  it  will  be 
requisite  to  try  what  inclination  your  young  Scholars 

Verse  have  towards  Poetry:*  you  may   therefore  let  them 

comnosition    ^^^^^  to  compose  English  verses,  and  inure  them  so 
to  do  you  should 

1  Let  them  procure  some  pretty  delightful  and 
honest  English  Poems,  by  perusal  whereof  they  may 
become  acquainted  with  the  Harmony  of  English 
Poesie.  Mr.  Hardwicks  late  Translation  of  Mantuan, 
Mr.  Sandys  of  Ovid,  Mr.  Ogleby's  of  Virgil,  will  abun- 
dantly .supply  them  with  Heroiok  Verses;  which  after 
they  can  trul}'  and  readily  make,  they  may  converse 
with  others  that  take  liberty  to  sport  it  in  Lyrick 
verses.  Amongst  all  which  Mr.  Herberts  Poemsf 
are  most  worthy  to  be  mentioned  in  the  first  place, 
and   next   to   them    'I   conceive   Mr.    Quarles   divine 

*  With  Latin  verse  composition  in  view  one  cannot 
but  commend  Hoole's  preparatory^  steps:  (1)  familiar- 
ity with  and  a  taste  for  samples  of  English  verse;  and 
(2)   som.e  practice  in  English  verse. 

t  Herbert's    Poems.     Many     of    these    poems    are 


Poems,*  and  his  divine  Fansies;  besides  which,  you 
may  allow  many  others  full  of  wit  and  elegancie;  but 

still  known  and  admired;  e.  g.  that  on  "Man",  con- 
taining the  verse: 

More  servants  wait  on  man 
Than  he'll  take  notice  of:  in  every  path 

He  treads  down  that  which  doth  befriend  him 

When  sickness  makes  him  pale  and  wan. 
Oh  mighty  love!    Man  is  one  world,  and  hath 

Another  to  attend  him. 

Then  there  is  the  well-known  sonnet  beginning: 
Lord,  with  what  care  hast  Thou  begirt  us  round! 

Parents  first  season  us;  then  schoolmasters 
Deliver  us  to  laws;  they  send  us  bound 

To  rules  of  reason,  holy  messengers. 

The  poem  on  "The  Flower",  contains  the  lines: 
The  late-past  frosts  tributes  of  pleasure  bring. 

Grief  melts  away 

Like  snow  in  May 
As  if  there  were  no  such  cold  thing. 

*  Quarles'  "Emblems,  Divine  and  Moral",  little 
as  they  are  suited  to  children,  contain  such  lines  as 
the   following: 

What  bitter  pills. 
Composed  of  real  ills, 
Men  swallow  down  to  purchase  one  false  good! 
Enough  requires  too  much;  too  much  craves  more. 

Be  wisely  worldly,  be  not  worldly  wise. 
Fools  only  trade  bj'  th'  eye. 

Heaven  finds  an  ear  when  sinners  find  a  tongue. 
It  is  the  ship  that  moves  and  not  the  coast. 
Be  wisely  proud,  let  thy  ambitious  eye 
Read  noble  objects. 


(  192) 
be  sure  you   admit  of   none  which   are  stuff't  with 
drollary   or  ribauldry,  which  are  fitter  to  be  burnt, 
then  to  be  sent  abroad  to  corrupt  good  manners  in 
youth. 

2  After  they  are  thus  become  acquainted  with 
variety  of  m.eeter,  you  can  cause  them  to  turn  a  Fable 
of  iS^sop  into  what  kinde  of  verse  you  please  to  ap- 
point them;  and  sometimes  you  may  let  them  trans- 
late some  select  Epigrams  out  of  Owen,  or  those  col- 
lected by  Mr.  Farnaby  or  some  Emblemes  out  of 
Alciat,  or  the  like  Flourishes  of  wit  which  you  think 
will  more  delight  them  and  help  their  fansies.  And 
when  you  see  they  begin  to  exercise  their  own  wits 
for  enlargement,  and  invention,  you  may  leave  them 
to  themselves,  to  make  verse  on  any  occasion  of 
subject;  yet  to  furnish  them  with  Rhymes,  Epith6tes, 
and  varietie  of  elegant  expressions,  you  may  let 
them  make  use  of  the  pleasant  English  Parnassus, 
composed  by  the  true  lover  of  Muses,  Mr.  Josuah 
Poole,  my  quondam  School-fellow  at  Wakefield, 
who  like  another  Daphnis,  may  truly  be  said  (what 
I  now  sigh  to  write)  to  have  been  at  the  Blew*  house 
in  Hadley  Parish,  now  daily,  in  my  sight, 

Formosi  pecoris  custos,  formosior  ipse. 

When  you  have  taught  them  truly  to  scan  and 
prove  any  kinde  of  Latine  verse,  and  made  them  to 
taste  the  sweetnesse  of  poetizing  in  English;  you  may 
prepare  them  further  for  making  Latine  verses  out 
of  their  present  Authours,  thus; 

1  Take  a  Distick  or  two,  which  they  know  not 
where  to  finde,  and  transpose  the  words,  as  different 
as  may  be  from  a  verse,  and  when  you  have  made 
one  to  construe  them,  dismisse  them  all  to  their 
seates,  to  try  who  can  return  them  first  into  true 
verses,     without     one     anothers     suggesting.     When 

*  An  obsolete  form  of  "blue". 


(193) 

they  have  all  dispatched,  cause  him  whom  you  con- 
ceive to  be  the  weakest,  to  compare  what  he  hath 
done  with  his  Authour,  and  to  prove  his  verses  by  the 
Rules  of  Prosodia. 

2  You  may  sometimes  set  them  to  varie  one  and 
the  same  verse,  by  transposing  the  same  words,  as 
many  several  wayes  as  they  can.  Thus  this  verse 
may  be  turned  104  waies. 

Est  mea  spes  Christus  solus  qui  de  cruce  pendet. 

And  sometimes  you  may  cause  them  to  keep  the 
same  sense  and  alter  the  words.  Thus,  this  Distick 
is  found  in  Mr.  Stock-woods  Prog\-mnasma  Scholas- 
ticum  to  be  varied  450  waies. 

Linque  cupido  jecur,  cordi  quoque  parcito,  si  vis 
Figere,  fige  alio,  tela  cruenta  loco. 

To  direct  and  encourage  your  young  Scholars  in 
turning  verses,  you  may  make  use  of  the  book  last 
mentioned,  and  for  further  instructions  concerning 
making  verses,  I  refer  you  to  Mr.  Clerks  Dux  Poeticus. 

9  To  enable  your  Scholars  yet  more  to  write  good 
Latine  in  prose,  and  to  prepare  them  further  for 
verses  by  reading  Poetical  books,  which  abound  with 
rich  expressions  of  fansie,  I  would  have  them  spend 
the  next  halfe  year  in  Ovids  Metamorphosis;  out  of 
"which  Authour  you  may  make  choice  of  the  m.ost 
pleasing  and  profitable  Arguments,  which  it  is  best 
for  you  yourself  to  construe  and  explain  at  a  Lesson, 
and  with  more  ease,  when  they  come  to  say, 

1  Let  them  repeat  four  or  six  verses  (which  you 
judge  most  worthy  to  be  committed  to  memory)  by 
heart. 

2  Let  them  construe  the  whole  lesson  verbatim, 
minding  the  proprietie  of  the  words,  and  the  elegancie 
of   every   phrase. 

3  Let  them  parse  every  word  Grammatically,  as 
they  have  used  to  do  in  other  Authours. 


(  194) 

4  Let  them  give  you  the  Tropes  and  Figures,  the 
Derivations  and  Differences  of  some  words,  and 
relate  such  Histories  as  the  proper  names  will  hint 
at,  which  they  may  peruse  before  hand  in  their  Dic- 
tionarie.  And  let  them  not  forget  to  scan  and  prove 
every  verse,  and  to  note  more  difficult  quantities  of 
some    syllables. 

5  Let  them  strive  (who  can  best)  to  turn  the  Fable 
into  English  prose,  and  to  adorn  and  amplifie  it  with 
fit  Epithetes,  choice  Phrases,  acute  Sentences,  wittie 
Apophthegmes,  livelie  similitudes,  pat  examples, 
and  Proverbial  Speeches,*  all  agreeing  to  the  matter 
of  moralitie  therein  couched;  all  which  thej'  should 
divide  into  several  Periods,  and  return  into  proper 
Latine,  rightlie  placed  according  to  the  Rules  of 
Rhetorical    com.po?ition. 

6  Let  them  exercise  their  wits  a  little  in  trying 
who  can  turn  the  same  into  most  varietie  of  English 
verse. 

Mr.  Sandy's  Translation  of  this  book,  in  Folio, 
and  Mr.  Roffe's  English  Mythologist,  will  be  very 
delightfull  helps  to  your  Scholars  for  the  better  under- 
standing thereof;  and  if  to  these  you  adde  Sir  Francis 
Bacon's  little  book  de  Sapientia  veterum,  Natales 
comes,  and  Verderius's  Imagines  Deorum,  Lexicon 
Geographicum,  Poeticum,  et  Historicum;  and  the 
like,  fitting  to  he  reserved  for  your  Scholars  use  in 
the  Schoole-librarie,  it  will  invite  them  like  so  many 
bees  to  busie  themselves  sucking  up  matter  and  words 
to  quicken  their  invention  and  expression;  and  if 
you  would  have  those  in  this  form  acquainted  "with 

*  The  influence  of  the  "stylists",  Sturm  and  the 
Jesuits,  is  clearly  traceable  in  Hoole.  Yet  he  has, 
as  shown  in  the  next  paragraph,  implicit  faith  in  the 
direct  and  pleasurable  interest  which  pupils  ^villtake 
in  the  work,  they  will  be  "like  so  many  bees".  Note 
also  the  words  at  the  end  of  the  present  chapter. 


(  195  ) 

variety  of  Latine  verses,  and  how  to  change  them 
one  into  another,  you  may  sometimes  exercise  them 
in  Buchanan's  Psalms,  and  partlie  out  of  Vossius's, 
partlie  out  of  Mr.  Lloyd's  Grammar  latelie  printed, 
you  shall  find  sufficient  store,  and  several  kinds  of 
verses  to  delight  and  profit  them  withall. 

Whereas  Wits  Common-Wealth  is  generally  im- 
posed upon  young  Scholars  to  translate  out  of  English 
into  Latine,  and  I  observe  it  very  difficult  to  be  done 
by  reason  of  the  many  uncouth  words  and  meere 
Anglioismes  that  are  in  it,  concerning  Avhich  thej' 
cannot  any  way  help  themselves  by  common  Dic- 
tionaries or  phrase-books;  I  have  thought  good  to 
frame  an  Alphabetical  Index  of  every  English  vvord 
and  phrase  therein  contained,  with  figures  pointing 
to  the  Chapter  and  verse  where  it  is  used,  and  shew- 
ing what  Latine  or  Greek  expression  is  most  proper 
to  be  made  in  that  place. 

And  this  I  would  have  annexed  to  that  useful 
book,  that  by  help  thereof  the  Scholars  may  of  them- 
selves be  able  to  translate  those  pretty  Sentences 
out  of  English  into  Latine  orderly  composed,  and 
afterwards  with  the  same  ease  out  of  Latine  into 
Greek.  If  the  Stationers  do  not  accord,  that  they 
may  be  printed  together,  know,  that  the  Index  may 
be  had  single  hy  itself,  as  well  as  the  book,  and  he  that 
buyeth  one  cannot  well  be  without  the  other;  they 
are  both  so  necessary  and  neerly  related  to  one  an- 
other. 

They  in  this  Forme  may  learn  the  Assemblies  lesser 
Catechisme  in  Latine  and  Greek,  which  is  elegantly 
translated  into  those  Languages,  by  Doctor  Harmar. 

Thus  then  in  short,  I  would  have  tbem  employed: 

1   In  reading  out  of   the  Latine  Testament  every   rp, 
morning,  till  they  be  able  to  go  on  with  the  Greek  cQ„_gg  «* 
which  may  then  take  place.     2  In  repeating  a  Gram- 
mar   part    every    Thursday    niorning.     3  In    learning 


study 


(196) 

the  Rhetorick  when  they  have  done  that.  4  Cam- 
dens  Greek  Grammar  on  Mondaies,  Tue'^daies,  and 
Wednesdaies  for  morning  parts.  .5  In  using  Terence 
on  Mondaies,  though  more  then  ordinary'  care  and 
pains  may  seem  to  be  required  in  the  Master,  and  a 
great  deal  of  studie  and  diligence  may  be  thought  to 
be  exacted  of  the  Scholars,  above  what  is  usual  in 
many  Schools;  Yet  a  little  experience  will  evidence 
that  all  things  being  orderly  and  seasonably  done, 
will  become  easie  and  pleasing  to  both  after  a  very 
little  while.  And  if  the  Master  do  but  consider  with 
himself,  and  inform  his  Scholars,  that  they  shall  all 
ere  long  reap  the  sweet  of  their  present  labours,  by  a 
delightful  and  profitable  perusal  of  the  choicest  Authors 
both  Greek  and  Latine,  whom  as  they  must  strive  to 
imitate,  so  they  may  hope  to  eequalize  in  the  most 
noble  stile  and  lofty  strains  of  Oratorie,  and  Poesie; 
it  will  encourage  them  to  proceed  so  cheerfully,  that 
they  will  not  be  sensible  of  any  toil  or  difficultie, 
whilest  in  a  profiting  way  they  pass  this  form,  and 
endeavour  to  come  to  the  next,  which  we  intend  to 
treat  of  in  the  following  Chapter. 


CHAP.  II. 

HOW  TO  TEACH  SCHOLARS  IN  THE  FIFTH 
FORM  TO  KEEP  AND  IMPROVE  THE  LATINE 
AND  GREEK  GRAMMARS,  AND  RHETORICK. 
HOW  TO  ACQUAINT  THEM  WITH  AN  ORA- 
TORY, STILE  AND  PRONOUNCIATION.  HOW 
TO  HELP  THEM  TO  TRANSLATE  LATINE 
INTO  GREEK,  AND  TO  MAKE  GREEK  VERSES, 
AS  THEY  READ  ISOCRATES  AND  THEOGNIS. 
HOW  THEY  MAY  PROFIT  WELL  IN  READING 
VIRGIL,  AND  EASILY  LEARN  TO  MAKE 
GOOD  THEAMS  AND  ELEGANT  VERSE  WITH 
DELIGHT  AND  CERTAINTY,  AND  WHAT  CATE- 
CHISMES    THEY    MAY    LEARN    IN    GREEK. 

Though  it  may  seem  a  needlesse  labour 
to  prescribe  directions  for  the  teaching  oi 
the  two  upper  forms,  partly  because  I  find 
more  written  concerning  them  then  the  rest, 
and  partly  because  many  very  eminent  and 
able   Schoole-Masters  employ  most  of  their 

(197) 


(198) 

pains  in  perfecting  them,  every  one  making 
use  of  such  Authors,  and  such  a  Method  as 
in  his  own  discretion  he  judgeth  meetest  to 
make  them  Scholars;  not  to  say,  that  the 
Scholars  themselves  (being  now  well  ac- 
quainted with  the  Latine  and  Greek  Gram- 
mar, and  having  gotten  a  good  understand- 
ing (at  least)  of  the  Latine  Tongue,  by  the 
frequent  exercise  of  translating  and  speak- 
ing Latine,  and  writing  Colloquies,  Epistles, 
Historical  and  Fabulous  narrations  and  the 
like,  besides  reading  some  Schoole  Authors, 
and  other  helpful  and  profitable  books,  will 
be  a.ble  in  many  things  to  proceed  without 
a  guide,  addicting  their  mindes  chiefly  to 
those  studies,  which  their  natural  Genius 
doth  most  prompt  them  to,  either  concerning 
Oratory  or  Poetry;  yet  I  think  it  requisite 
for  me  to  go  on  as  I  have  begun,  and  to  shew 
what  course  I  have  constantly  kept  with 
these  two  forms,  to  make  them  exactly  com- 
pleat  in  the  Greek  and  Latine  Tongues,  and 
as  perfect  Orators,  and  Poets  in  both  as 
their  young  years  and  capacities  will  suffer; 
and  to  enter  them  so  in  the  Hebrew,*  as 
that  they  may  be  able  to  proceed  themselves 
in  that  holy  Language,  whether  they  go  to 

*  Hoole's  scheme,  which  is  from  the  hand  of  a 
practical  schoolmaster,  makes  Milton's  seem  less 
ambitious,  the  latter  being  intended  for  the  years 
of  12    to  21. 


(199) 
the  University  or  are  otherwise  disposed  on 
to  some   necessary  calling,  which  their   Pa- 
rents or  Friends  think  fitting  for  them. 

And  first,  I  most  heartily  intreat  those 
(especially  that  are  my  loving  Friends  and 
acquaintance)  of  my  profession  whose  years 
and  experience  are  far  beyond  mine,  that 
they  w'ould  candidly  peruse  and  kindly  in- 
terpret what  I  have  written,  seeing  I  desire 
not  by  any  means  to  impose  any  thing  too 
magisterially  upon  them  or  others,  but  freely 
to  communicate  to  all  men  what  I  have  for 
many  years  kept  private  to  myself,  and  hath 
by  some  (whose  single  judgement  may  suffi- 
ciently satisfie  me)  been  importunately  thus 
haled  to  the  press;  and  if  in  any  particular 
I  seem  to  them  to  deviate  from,  or  fall  short 
of  what  I  aime  at,  viz.,  a  facilitating  the 
good  old  way  of  teaching  by  Grammar 
Authors,  and  exercises;  I  shall  take  it  as  a 
singular  token  of  love,  that  they  acquaint 
me  with  it,  and  if  by  this  rush  candle  of 
mine  they  please  to  set  up  their  own  Tapers, 
I  shall  rejoyce  to  receive  greater  light  by 
them,  and  be  ready  to  walk  in  it  more  vigor- 
ously. In  the  interim,  I  go  on  with  my 
discovery,  touching  the  fifth  Forme,  which 
I  would  have  employed  in  this  manner: 

1  Let  them  and  the  forme  above  them  read  daily 
a  dozen  verses  out  of  the  Greek  Testament  before  the 
saying  of  parts. 


(  200  ) 

2  Let  them  reserve  the  Latine  and  Greek  Grammars 
and  Elementa  Rhetorices  for  weekly  parts,  to  be  said 
only  on  Thursday  mornings,  and  so  divided  that  they 
may  be  sure  to  go  over  them  all  once  every  quarter. 
By  this  means  they  will  keep  them  in  constant  memory, 
and  have  more  time  allotted  them  for  perusing  Authors 
and  dispatch  of  exercises.  You  must  not  forget  at 
every  part  to  let  them  have  your  help  of  explication 
of  the  most  obscure  and  difficult  places  before  they 
say,  and  after  they  have  said  to  make  such  diUgent 
examination,  as  you  may  be  sure  they  understand 
what  they  learn. 

And  to  make  them  more  fully  acquainted  with  the 
Accents  and  Dialects  of  the  Greek  Tongue,  you  may 
(besides  those  few  Rules  in  their  Grammar)  let  them 
daily  peruse  a  Chapter  in  Mr.  Franklin's  little  book 
D6  OpdoToviaZ*  w^hich  is  excellently  helpful  to 
young  Grsecians,  and  when  they  grow  stronger,  that 
Appendix  de  Dialectis  at  the  end  of  the  Scapula, 
will  be  worth  their  reading  and  observing.  It  would 
be  good  sometimes  to  make  them  compare  the  Latine 
and  Greek  Grammars  together,  and  to  see  wherein 
they  agree,  and  wherein  they  differ,  but  especially 
in  the  Rules  of  Syntaxis,  and  for  this  purpose  Vech- 
neri  Hellonexiaf  will  be  of  excellent  use. 

And  as  I  have  directed  before,  how  Scholars  should 
have  a  Common-place  book  for  the  Latine  Grammar, 
so  do  I  here  also  for  the  Greek,  desire,  that  after  it 
is  learnt,  it  may  be  drawne  into  a  Synopsis,  and  that 
digested  into  Common  place  heads,  to  which  they 
may  easily  refer  what  ever  they  read  worth  noting, 
out  of  any  Greek  Grammar  thej'  peruse.     And  that 

*  The  Greeks  had  words,  opQorovsoo,  dpOorovo?, 
whence  the  new  Avord,  OpS6^ovia?^  was  formed. 

t  Hellenolexia  by  Vechner  (16S0  is  the  date  of 
British  Museum  edition). 


(201  ) 
they  may  more  freely  expatiate  in  such  Book,  it  were  Materials 
good  if  they  had  Mr.   Busbie's  Grammar,  Cleonard,   for   pupil's 
Scotus,  Chr-'solona.  Ceporinus,  Gaza,  Urbanius,  Cani-   notes  in 
nius,   Gretserus,   Posselii  Syntaxis,   &c.,   as  many   as   common- 
can  be  gotten  both  ancient  and  modern,  laid  up  in   place  books 
the  Schoole  Librarie;  to  collect  Annotations  out  of, 
as  their  leisure  will  best  permit,  and  you  will  scarce 
imagine  to  what  exactnesse  a  boy   will  attain,   and 
what  a  treasure  of  good  notes  he  will  have  heaped 
up  in  these  two  years  time,  if  he  be  moderately  in- 
dustrious and  now  and  then  imploy  himself  in  col- 
lecting   of    his    own    accord;    and    I    may  adde,  that 
Scholars  of  any  ordinarie  ingenuitie,  will  delight  more 
to  be  doing  something  at  their  books,   which   they 
well   understand,    then   to   be   trifling   and   rambling 
up  and  down  about  idle  occasions. 

3  Forasmuch  as  it  is  usual  and  comm.endable  to 
bring  on  children  towards  perfection  in  the  Greek 
Tongue,  as  they  proceed  in  Oratorie  and  Pcetrie  in 
the  Latine,  I  think  it  not  amisse  to  exercise  these 
two  Forms  in  such  Authours  as  are  commonly  re- 
ceived, and  may  prove  most  advantagious  to  them 
in  all 'these;  yet  herein  I  may  seem  to  differ  from 
some  others,  that  in  stead  of  Grammar  parts  (which 
I  reserve  to  be  constantly  repeated  every  Thursday) 
I  would  have  this  Form  to  learn  some  lively  patterns 
of  Oratory,  by  the  frequent  and  familiar  use  whereof 
and  the  knowledge  of  the  Histories  themselves,  to 
which  they  relate;  they  may  at  last  obtain  the  Arti- 
fice of  gallant  expression,  and  some  skil  to  mannage 
future  affairs.  It  being  requisite  for  a  Scholar  more 
than  any  man,  j^ivOcSv  npi  pxrap  ifineXcji  nprjkrrfpa 
re  epyoov*  to  be  expert  in  speaking  and  doing. 

*A  well  nigh  obliterated  passage  in  the  original; 
the  rescued  words  and  parts  of  words  are  shown  in 
the  text,  Ei.Hi£^oj<i  being  a  conjecture,  itpy^kry^p  is  a 
rare  form  of  itpakxrio. 


(  202  ) 


At  first  therefore  for  morning  parts  on  Mondaies, 
Tuesdaies,  and  Wednesdaies,  I  would  have  them 
exercised  in  Apththonius  (if  it  can  be  gotten,  as  I 
desire  it  may  be  reprinted)  both  in  Greek  and  Latine. 
Out  of  which  book,  I  would  have  them  translate  the 
Fables  and  Themes  (so  as  to  finish  at  least  every  week 
one)  into  pure  English,  and  to  repeat  them  (being 
translated)  in  both  Languages,  that  by  that  means 
they  may  gain  the  Method  of  these  kinds  of  exercises, 
and  inure  themselves  to  pronunciation. 

When  they  have  gone  over  them,  they  may  next 
translate  TuUies  six  Paradoxes,  and  pronounce  them 
also  in  English  and  Latine  as  if  they  were  their  OAvn. 
And  afterwards  they  may  proceed  in  those  pithy 
Orations  which  are  purposely  collected  out  of  Sallust, 
Livy,  Tacitus,  and  Quintus  Curtius,  having  the  His- 
tories of  their  occasions  summarily  set  down  before 
them. 

And  of  these  I  would  have  them  constantly  to 
translate  one  every  day  into  English,  beginning  with 
those  that  are  the  shortest,  and  once  a  week  to  strive 
amongst  themselves,  who  can  best  pronounce  them 
both  in  English  and  Latine.  I  know  not  what  others 
may  think  of  this  Task,  but  I  have  experienced  it 
to  be  a  most  effectual  means  to  draw  on  my  Scholars 
to  emulate  one  another,  who  could  make  the  best 
exercises  of  their  own  in  the  most  Rhetorical  style, 
and  have  often  seen  the  most  bashfull,  and  least 
promising  boyes,  to  out-sti'ip  their  fellowes  in  pro- 
nouncing with  a  courage,  and  comely  gesture;  and 
for  bringing  up  this  use  first  in  my  School,  I  must 
here  thank  that  modest  and  ingenious  Gentleman 
Mr.  Edward  Perkins,  who  was  then  my  Usher,  for 
Principle  of  advising  me  to  set  upon  it.  For  I  found  nothing 
emulation  that  I  did  formerly  to  put  such  spirit  into  my  scholars, 
and  make  them,  like  so  many  Nightingalas,  to  con- 
tend, who    could    n(yXi6ta  Xiyeooi  most  melodiously 


(203) 

tune  his  voyce  and  frame  style,   to  pronounce  and 
imitate  the  forementioned  Orations. 

4  Their  forenoon  Sessions  on  Mondays  and  Wed- 
nesdays, may  be  in  Isocrates,  and  to  make  them 
more  attend  the  Greek, 

1  Let  them  (at  first  especially)  translate  every 
Lesson  by  "vray  of  interlineary  writing  according  to 
the   Grammaticall   order. 

2  Let  them  parse  the  whole  Lesson  in  that  order, 
and  give  you  the  Variation  and  derivation  of  the 
most  difficult  Nouns  and  Verbs  throughout,  and  the 
Rules  of  Syntaxe,  and  of  the  Accents. 

3  Let  them  pick  out  the  phrases,  and  most  elegant 
words  as  they  are  going  along,  and  write  them  in  a 
Paper-book;  and  transcribe  what  sentences  they 
meet  withall  into  their  Common-place  book.  After 
they  are  well  entered,  you  may  cause  them  to  trans- 
late the  Greek  into  elegant  Latine,  and  on  Fridayes, 
when  they  come  to  repeat,  to  render  their  own  Latine 
into  Greek,  which  they  should  endeavour  to  write 
down  very  true  and  fair  without  any  help  of  their 
Authour,  who  is  then  to  be  thrown  aside,  but  after- 
wards compared  with  what  they  have  done. 

Three  quarters  of  a  year  (I  conceive)  will  be  suffi- 
cient to  exercise  them  in  Isocrates,  till  they  get  a 
perfect  knowledge  of  Etymologie  and  Syntaxe  in 
Greek;  which  they  will  more  easily  attain  to,  if  out 
of  this  Authour  (especially)  you  teach  them  to  trans- 
late such  examples  most  frequently,  as  may  serve 
to  explicate  those  Rules,  which  are  not  to  be  found 
in  their  Latine  Grammar,  and  very  seldom  occurre 
in  the  Greek  one,  which  they  commonly  read. 

And  then  you  may  let  them  translate  a  Psalme  out 
of  English  into  Latine,  and  out  of  Latine  into  Greek, 
and  compare  them  with  the  Septuagint  Psalter.  Af- 
terwards you  may  give  them  some  of  Demosthenes's 
Sentences  and  Similes    (collected  by   Loinus)   or   of 


(204) 

Posselius  Apophthegmes  in  Latine  only;  and  let 
them  turn  them  into  Greek,  which  when  they  have 
done,  you  may  let  them  see  the  Authours,  that  by 
them  they  may  discover  their  own  failings,  and  en- 
deavour to  amend  them. 

Their  Lessons  then  for  the  fourth  quarter  on  Mon- 
daies  and  Vv'ednesdaies  should  be  in  Theognis,  in 
which  most  pleasing  Poet,  they  may  be  taught  not 
onely  to  construe  and  parse,  as  formerly,  but  also 
to  minde  the  Dialects,  and  to  prove  and  scan,  and  to 
trie  how  to  m.ake  Hexameter,  and  Pentameter  Greek 
verses,  as  they  form.erly  did  Latine  ones,  out  of  Ovid 
de  Tristibus.  And  here  I  must  not  forget  to  give 
notice  to  all  that  are  taken  with  this  Authour,  that 
Mr.  Castilion's  Prselectiones  (which  he  sometim.es 
read  at  Oxford,  in  Magdalene  Colledge;  and  Mr. 
Langley  late  School  Master  of  Pauls  transcribed, 
when  he  was  Student  there)  are  desirous  to  see  the 
light,  were  they  but  helped  forward  by  somie  Stationer, 
or  Printer,  that  would  a  little  consider  the  Authours 
paines.  I  need  give  the  work  no  more  commenda- 
tions then  to  say,  that  (besides  Mr.  Langley  that 
writ  it  long  ago)  Mr.  Busbie,  Mr.  Dugard,  Mr.  Single- 
ton, and  some  others  of  note,  have  seen  the  Book, 
and  judge  it  a  m.ost  excellent  piece,  not  onely  to  help 
young  Scholars  in  the  understanding  of  Theognis, 
but  also  to  furnish  them  with  abundant  matter  of 
invention,  and  to  be  a  Precedent  to  Students  in  the 
Universities,  whereby  they  m>ay  learne  to  compose 
such  kind  of  Lectures  upon  other  Poets,  either  for 
their  own  private  recreation,  or  more  publick  read- 
ing. Screvelii  Lexicon  Manuale,  will  be  very  useful 
to  this  Form  for  parsing  their  Lessons;  and  Garthii 
Lexicon  (which  is  annexed  to  it)  Rulandi  Synonymia, 
Morellii  Dictionarium,  Billii  Locutiones,  Devarius 
de  Graecis  particulis,  Posselii  Callagraphia,  for  trans- 
lating Latine  into  Greek,  but  nothing  is  more  avail- 


(205) 

lable  to  gain  a  good  style,  then  frequent  imitation  of 
select  pieces  out  of  Isocrates  and  Demosthenes,  and 
translating  one  out  of  Latine  into  Greek,  and  another 
while  out  of  Greek  into  Latine. 

5  For  forenoon  Lessons  on  Tuesdayes  and  Thurs- 
dayes,  I  make  choyce  of  Justin  as  a  plain  History, 
and  full  of  excellent  examples,  and  m.orall  observa- 
tions, which  for  the  easiness  of  the  style  the  Scholars 
of  this  Form  may   now  construe  of  themselves,  and 

as  you  meet  with  an  Historical  Passage  that  is  more  A  step 
observable  than  the  rest,  you  may  cause  every  one  of  towards 
them  to  write  it  down  in  English,  as  well  as  he  can   free  Latin 
possibly  relate  it  without  his  book,  and  to  return  it  composi- 
again  into  good  Latine.     By   this   meanes   they  will   tion 
not  onely  well  heed  the  matter,  but  also  the  words, 
and    phrases    of    this   smooth    Historian.     And   after 
halfe,   or  three  quarters  of  a  yeare,  you  may   make 
use   of   Caesars   Commentaries,    or   Lucius    Floras,    in 
this  manner;  intermixing  some  of  Erasmus  Colloquies 
now  and  then  for  varieties  sake. 

6  Their  afternoones  Parts  on  Monday es  and  Wed- 
nesday's, may  be  in  Janua  Linguarum  Grseca,  trans- 
lated out  of  Latine  by  Theodorus  Simonius,  which 
they  may  use  as  they  formerly  did  the  Janua  Latinse 
Linguae;  viz.,  after  they  have  construed  a  Chapter, 
and  analysed  some  harder  Nounes  and  Verbes,  you 
may  let  them  try  who  can  recite  the  most  Greek  names 
of  things,  and  tell  you  the  most  Greek  words  for  one 
Latine  word,  and  shew  their  Derivations  and  differ- 
ences, and  the  Rules  of  their  severall  Accents.  And 
to  acquaint  them  the  better  with  all  the  Greek  and 
Latine  words,  comprized  in  that  Book,  you  may 
cause  them  at  every  part  to  i^Tite  out  some  of  the 
Latine  Index  into  Greek,  and  some  of  the  Greek 
Index  into  Latine,  and  to  note  the  manner  of  declin- 
ing Nouns  and  Verbes,  as  the  Dictionaries,  and  Lexi- 
cons will  shew  them. 


(206) 

7  Virgil  the  Prince  and  purest  of  all  Latine  Poets* 
doth  justly  challenge  a  place  in  Schoole-teaching, 
and  therefore  I  would  have  him  to  be  constantly  and 
thoroughly  read  by  this  form  on  Mondaies  and  Tues- 
daies  for  afternoon  lessons.  They  may  begin  with 
ten  or  twelve  verses  at  a  lesson  in  the  Eclogues,  which 
they  may  first  repeat  memoriter,  as  well  as  they  can 
possibly. 

2  Construe  and  parse,  and  scan  and  prove  exactly. 

3  Give  the  Tropes  and  Figures  with  their  definitions. 

4  Note  out  of  the  Phrases  and  Epithetes,  and  other 
elegancies. 

5  Give  the  Histories  or  descriptions  belonging  to 
the  proper  Names,  and  their  Etymologies. 

But  after  they  are  well  acquainted  with  this  excel- 
lent Poet,  let  them  take  the  quantity  of  an  Eclogue 
at  once,  not  minding  so  much  to  con  their  lessons  by 
heart,  as  to  understand  and  examine  them  well  and 
often  over,  according  to  the  directions  which  Erasmus 
gives  de  modo  repetendae  lectionis,  which  Mr.  Lang- 
ley  caused  to  be  printed  at  the  end  of  Lillies  Grammar 
by  him  corrected,  and  Mr.  Clark  hath  worthily  in- 
serted in  his  Dux  Gramm.aticus. 

There  are  several  Translations  of  Virgil  into  Eng- 

Verse  ^^^^   verse,   by    the  reading  whereof  young  Scholars 

translations   ^^y  ^^  helped  to  understand  the  Latine  better,  but 

of  Virgil  °^  ^*^  ^^^  ^^^  ^^-  O^ilby  hath  done  it  most  compleatly, 

and  if  his  larger  book  may  be  procured  to  the  Schoole- 

Library,  the  lively  pictures  will  imprint  the  Histories 

in  Scholars  Memories,  and  be  a   means  to  heighten 

*  It  is  interesting  to  note  Hoole's  reference  to 
Virgil  in  connection  with  the  fact  that  it  was  from 
the  admiration  of  Virgil  to  which  the  great  Italians, 
Dante,  Boccacio,  and  Petrarch,  led  their  countrymen, 
that  the  Revival  of  Learning  in  its  earlier  phases 
was    due. 


(207) 

their  phansies  with  conceits  answerable  to  the  Authours 
gallant  expressions.* 

After  they  have  passed  the  Georgicks  by  the  Mas- 
ters help,  he  may  leave  them  to  read  the  ^S^nead's  by 
themselves,  having  Cerda,  or  Servius  at  hand  to  re- 
solve them  in  places  more  difficult  for  them  to  con- 
strue; though  Mr.  Farnabies  notes  upon  Virgil  will 
assist  them  ever  and  anon. 

As  they  read  this  Author,  you  m.ay  cause  them 
sometimes  to  relate  a  pleasing  story  in  good  English 
prose,  and  to  try  who  can  soonest  turn  it  into  elegant 
Latine,  or  into  some  other  kinde  of  verses  which  you 
please  for  the  present  to  appoint  them,  either  English 
or  Latine  or  both. 

8  On  Tuesdaies  in  the  afternoones  you  may  cause 
them  sometimes  to  translate  one  of  ^Esops  Fables, 
and  sometimes  one  of  ^J^lians  Histories,  or  a  chapter 
in  Epictetus  out  of  Greek  into  English,  and  then  to 
turn  its  English  into  Latine,  and  out  of  Latine,  into 
Greek,  and  on  Thursdaies  in  the  afternoons  they  may 
turn  some  of  Mr.  Farnabies  Epigrammata  selecta  out 
of  Greek  into  Latine  and  English  verses,  and  some 
of  .iEsops  Fables  or  TuUies  Sentences  into  Latine  and 
afterwards  into  Greek  verses. 

You  need  not  alway  let  your  Scholars  have  these 
Greek   Books,   but  sometimes   dictate  to   them  what 
you  Avould  have  them  write,  and  afterwards  let  them 
compare  their  own  doings  with  their  Author,  to  espie 
their  own  failings,  and  this  will  be  a  means  to  help  Transla- 
them  to  write  Greek  truly   of  themselves;  you  may   tion  of 
sometimes  dictate  a  Colloquie,  or  Epistle,  or  a  Sen-   dictated 
tence,   or  a  short  History  in  English,  and  let  them   English 
vrrite  it  in  Latine  or  Greek  as  you  spake  it,  and  by 

*  Evidently  an  extension  of  the  method  of  Orbis 
Pictus,  in  the  form  of  an  illustrated  version  of  a  Latin 
original. 


(208) 

this  you   may   trs-   their  strength   at  any   time,   and 
ready  them  for  extemporar\-  exercises. 

9  Now  forasmuch  as  this  form  is  to  be  employed 
weekly  in  making  Theams  and  Verses,  which  they 
can  never  well  do,  except  they  be  furnished  with 
matter  aforehand;  I  would  have  them  provide  a 
large  Common-place-book  in  which  they  should  -nTite 
at  least  those  heads  which  Mr.  Farnabie  hath  set 
down  in  his  Index  Rhetoricus,  and  then  busie  them- 
selves (especially)  on  Tuesdaies  and  Thursdai^  in 
the  afternoons,  after  other  tasks  ended,  to  collect, 

1  Short  Histories  out  of  Plutarch,  Valerius  Maxi- 
mus,  Justin,  Csesar,  Lucius  Florus,  Li\'ie,  Plinie, 
Parseus  Medulla  Historise,  jElianus,  &c. 

2  Apologues  and  Fables  out  of  ^op,  Phsedrus, 
Ovid,  Natales  Comes,   &c. 

3  Adagies  out  of  Adagia  Selecta,  Erasmi  Adagia, 
Drax's  Bibliotheca  Scholastica,  &c. 

4  Hieroglyphicks    out   of   Pierius    and    Causinusse. 

5  Emblems  and  symbols  out  of  Alciat,  Beza, 
Quarlas,   Reusnerus,  Chartarius,   &c. 

6  Ancient  Laws  and  Customs  out  of  Diodorus, 
Siculus,   Paulus  Minutius,   Plutarch,   &c. 

7  Witty  Sentence  out  of  Golden  Grove,  Moral 
Philosophie,  Sphinx  Philosophica,  Wits  Common 
Wealth,  Flores  Doctorum,  Tullies  Sentences,  Demos- 
thenis  Sententiae,  Enchiridion  Morale,  Stobseus, 
Ethica  Cireroniana,   Gruteri  Florilegium,   &c. 

S  Rhetorical  exornations  out  of  Vossius,  Farnaby, 
Butler,    &c. 

9  Topical  places,  out  of  Caussinus,  Tresmarus, 
Orator  Extemporaneus,   &c. 

10  Description  of  things  natural  and  artificial, 
out  of  Orbis  Pictus,  Caussinus,  Plinius,  &c. 

That  I  may  not  forget  Texors  Officina  Lycosthenes, 
Erasmi  Apophthegmata,  Carolina  Apophthegmata, 
and   Polyanthea,   which,   together  with   all   that  can 


( 2093 

be  got  of  this  nature,  should  be  laied  up  in  the  Schoole 
Library  for  Scholars  to  pick  what  thej'  can  out  of; 
besides  what  they  read  in  their  own  Authours. 

Now  the  manner  I  would  have  them  u»e  them,  is 
thus: 

Having  a  Theme  given  them  to  treat  of,  as  suppose 
this; 

Non  aestas  semper  fuerit,  componite  nidos. 

Let  them  first  consult  what  they  have  read  in  their 
own  Authours,  concerning,  Tempus,  ^stas,  occasio, 
or  opportunitas,  and  then, 

2  Let  every  one  take  one  of  these  books  foremen- 
tioned,  and  see  what  he  can  finde  in  it  for  his  purpose, 
and  vrc'ite  it  down  under  one  of  those  heads  in  his 
Common  place  book;  but  first  let  the  Master  see 
whether  it  will  suit  the  Theme. 

3  Let  them  all  read  what  they  have  written,  before 
the  Master,  and  every  one  transcribe  what  others  have 
collected  into  his  own  book;  and  thus  they  may 
alwayes  have  store  of  matter  for  invention  ready  at 
hand,  which  is  far  beyond  what  their  own  wit  is  able 
to   conceive. 

Now  to  furnish  themselves  also  with  copy  of  good 
words  and  phrases,  besides,  what  they  have  collected 
weekly,  and  what  hath  been  already  said  of  varying 
them;  they  should  have  these  and  the  like  Books 
reserved  in  the  Schoole-Library :  viz.,  Sylva  Sj-nonym- 
orum,  Calliepia,  Huisse's  phrases,  Winchesters  phrases, 
Lloyds  phrases,  Farnabies  phrases,  Enchiridion 
Oratorum,  Clarkes  Phraseologia,  and  his  English 
adagies;  Willis  Anglicismes,  Barrets  Dictionary, 
Hulset  or  rather  Higgins  Dictionary';  Drax  Biblio- 
theca,  Parei  Calligraphia,  Manutii  phrases,  A  little 
English  Dictionary',  10°  and  Walkers  Particles;  and 
if  at  any  time  they  can  wittily  and  pithily  invent 
any  thing  of  their  own  brain;  you  may  help  them  to 
express  it  in  good  Latine,  by  making  use  of  Cooper's 


(2I0) 

Dictionary,  either  as  himself  directeth  in  his  preface, 
or  Phalerius  will  more  fully  shew  you,  in  his  Supple- 
menta  ad  Grammaticam. 

And  to  draw  their  words  and  matter  into  the  Form 
of  a  Theme  with  ease,  let  them  have  sound  Patterns 
to  imitate,  because  they  in  every  thing  prevaile  to 
do  it  soonest,  and  sureliest.  First  therefore  let  them 
peruse  that  in  Merchants  Taylors  School  Probation 
book,  and  then  those  at  the  end  of  Winchesters  phrases, 
and  those  in  Mr.  Clarks  Formula?  Oratorise;  and  after- 
wards they  may  proceed  to  those  in  Aphthonius, 
Rodulphus  Agricola,  Catineus,  Lorichius,  and  the 
like;  and  learne  how  to  prosecute  the  severall  parts 
of  a  Theme  more  at  large,  by  intermixing  some  of 
those  Formulae  Oratorise,  which  Mr.  Clark  and  Mr. 
Farnaby  have  collected,  which  are  proper  to  every 
part:  so  as  to  bring  their  matter  into  handsome  and 
plain  order;  and  to  flourish  and  adorne  it  neatly  with 
Rhetorical  Tropes  and  Figures,  alwayes  regarding 
the  composure  of  words,  as  to  make  them  run  in  a 
pure  and  even  style,  according  to  the  best  of  their 
Authours,  which  they  must  always  observe,  as  Prece- 
dents.* 

But  the  best  way  (as  I  conceive)  to  encourage 
children  at  the  first,  against  any  seeming  difficulty 
in  the  exenise  of  making  Themes,  is  this;  After  you 
have  shewed  them  how  to  finde  matter,  and  where 
to  help  themselves  with  words,  and  phrases,  and  in 
what  order  they  are  to  dispose  the  parts,  and  w'hat 
Formulae's  they  are  to  use  in  passing  from  one  to 
another;  propound  a  Theme  to  them  in  English  and 
Latine,  and  let  them  strive  who  can  soonest  return 
you  the  best  Exordium  in  English,  and  then  who  can 
render  it  into  the  best  Latine,  and  so  you  may  pro- 

*  The  spelling  here  and  elsewhere  in  Hoole's  text 
is  "presidents",  an  obsolete  form. 


(211) 

ceede  to  the  narration,  and  quite  thorow  every  part 
of  a  Theme,  not  tying  them  to  the  words  of  any 
Authour,  but  giving  them  liberty  to  contract,  or 
enlarge,  or  alter  them  as  they  please;  so  that  they 
still  contend  to  go  beyond  them  in  purity  of  expres- 
sion. This  being  done,  you  may  dismisse  them  to 
adventure  to  make  every  one  his  own  exercises  in 
English  and  Latine  and  to  bring  it  fair  written,  and 
be  able  to  pronounce  it  distinctly  memoriter  at  a 
time  appointed.  And  when  once  you  see  they  have 
gained  a  perfect  way  of  making  Themes  of  them- 
selves, you  may  let  them  go  on  to  attain  the  habit 
by  their  own  constant  practice,  ever  and  anon  m.ind- 
ing  them  Avhat  places  in  their  Authours  (as  they  read) 
are  most  worthy  notice  and  imitation,  and  for  Avhat 
purposes  they  may  serve  them. 

10  Touching  learning  to  scan  and  prove,  and 
make  all  sorts  of  verses,  I  have  spoken  in  the  former 
Chapter;  now  for  diligent  practise  in  this  kind  of 
exercise,  they  may  constantly  comprise  the  sum  of 
their  Themes  in  a  Distich,  Tetrastich,  or  more  verses, 
as  they  grow  in  strength.  For  invention  of  further 
matter  upon  any  occasion  or  subject  they  are  to 
treat  upon,  they  may  sometimes  imitate  places  out 
of  the  purest  Poets,  (which  Mr.  Farnabies  Index 
Poeticus  will  point  them  to,  besides  what  they  find 
in  Flores  Poetarum,  and  Sabinus  de  Carminibus  ad 
veterum  imitationem  artificiose  eomponendis,  at  the 
beginning  of  Textors  Epistles,  will  further  direct 
them)  and  sometimes  paraphrase  or  (as  some  term 
metaphrase,  upon  a  piece  of  an  Historian  or  Oratour, 
endeavouring  more  lively  to  express  in  verse  what 
the  Authour  hath  -wTitten  in  prose,  and  for  this  Mr. 
Home  hath  furnished  you  with  two  examiples  in  his 
excellent  XEipayooyia  de  usu  Authoris. 

For  variety  and  copy  or  Poetical  phrases,  there  are 
many  very  good  helps;  viz.,  Phrases  Poeticse,  besides 


(212) 

those  of  Mr.  Farnabies,  ^rarium  Poeticum,  Enchir- 
idion Poeticum,  Res  Virgiliana,  Artis  Poeticse  com- 
pendium, Thesaurus  Poeticus,  and  others,  worthy 
to  be  laid  up  in  the  Schoole-Library. 

Textor  will  sufficiently  supply  choyce  Epithetes, 
and  Sonetii  Prosodia  will  afford  Authorities  (which 
is  lately  comprized  and  printed  at  the  end  of  Lilies 
Grammar).  But  for  gaining  a  smooth  way  of  ver- 
sifying, and  to  be  able  to  express  much  matter  in 
few  words,  and  very  fully  to  the  life,  I  conceive  it 
very  necessary  for  Scholars  to  be  very  frequent  in 
perusing  and  rehearsing  Ovid  and  Virgil,  and  after- 
wards such  kind  of  Poets,  as  they  are  themselves 
delighted  with  all,  either  for  more  variety  of  verse, 
or  the  wittinesse  of  conceit  sake.  And  the  Master 
indeed  should  cause  his  Scholars  to  recite  a  piece  of 
Ovid  or  Virgil,  in  his  hearing  now  and  then,  that  the 
very  tune  of  these  pleasant  verses  may  be  imprinted 
in  their  mindes,  so  that  when  ever  they  are  put  to 
compose  a  verse,  they  make  it  glide  as  even  at  those 
in  their  Authours.  Mr.  Rosse  his  Virgilius  Evan- 
gelizans  will  easily  shew  how  a  young  Scholar  may 
imitate  Virgil  to  the  life. 

From  this  little  that  hath  been  said,  they  that 
have  a  natural  aptness  and  delight  in  Poetr>',  may 
proceed  to  more  exquisite  perfection  in  that  Art, 
then  any  rules  of  teaching  can  reach  unto;  and  there 
are  very  few  so  meanly  witted,  but  by  diligent  use 
of  the  directions  now  given,  may  attain  to  so  much 
skill,  as  to  be  able  to  judge  of  any  verse,  and  upon 
a  fit  occasion  or  subject,  to  compose  a  handsome 
copy;  though  not  so  fluently  or  neatly  as  they  that 
have  a  natural  sharpnesse  and  dexterity  in  the  Art 
of  Poetr>'. 

When  they  in  this  Form  have  gone  thrice  over  the 
Assemblies   Catechisme   in   Greek   and   Latine,    they 


(213) 
may  proceed  in  Nowels  Catechisme,  or  the  Palatinate 
Catechisme  in  Greek. 

And  now  to  summe  up  all  concerning  the  fifth 
Form. 

1  Let  them  read  constantly  twelve  verses  at  least 
in  the  Greek  Testament,  before  parts. 

2  Let  them  repeat  the  Latine  and  Greek  Grammars, 
and   Elementa   Rhetorices,    on   Thursday    Mornings. 

3  Let  them  pronounce  Orations  on  Mondayes, 
Tuesdayes,  and  Wednesdayes,  in  stead  of  parts,  out 
of  Livie,  &c. 

4  Let  their  fore-noon  Lessons  on  Mondayes  and 
Wednesdayes  be  in  Isocrates,  for  three  quarters  of  a 
year  spa'*e,  and  for  the  fourth  quarter  in  Theognes. 

^  Let  their  fore-noon  Lessons  on  Tuesdaies  and 
Thursdaies  be  in  Justin's  Histor>',  and  afterwards  in 
Caesars  Commentaries,  Lucius  Florus,  or  Erasmus 
Colloquies. 

6  Let  their  afternoon  parts  on  Mondayes  and 
Tuesdaies  be  in  Janua  linguarum  Gra?ca,  &c. 

7  Their  after-noons  Lessons  in  Virgil. 

8  Let  them  on  Tuesdaies  in  the  afternoons  trans- 
late out  of  Greek  ^sops  Fables,  .S^lian's  Histories, 
Epictetus,  or  Farnabies  Epigrammata. 

9  Let  them  be  employed  weekly  in  making  a  Theme, 
and 

10  In  a  Copy  of  verses. 

11  Let  them  say  Nowels  Catechisme,  or  the  Pala- 
tinate Catechisme  on  Saturdaies. 

By  this  meanes  they  will  become  familiarly  ac- 
quainted with  the  Latine  and  Greek  Tongues,  and  be 
able  to  peruse  any  Orator  or  Poet  in  either  Language; 
and  to  imitate  their  expressions,  and  apply  what 
m.atter  they  find  in  them  to  their  own  occasions. 
And  then  they  may  couragiously  adventure  to  the 
sixth  and  highest  Forme. 


CHAP.  III. 

HOW  TO  ENTER  THE  SCHOLARS  OF  THE 
SIXTH  FORME  INTO  HEBREW;  HOW  TO 
EMPLOY  THEM  IN  READING  THE  BEST 
AND  MOST  DIFFICULT  AUTHOURS  IN  LATINE 
AND  GREEKE,  AND  HOW  TO  ACQUAINT 
THEM  WITH  ALL  MANNER  OF  SCHOOLE- 
EXERCISES,    LATINE,    GREEK,    OR    HEBREW. 

The  sixth  Forme  is  looked  upon  as  the 
main  credit  of  a  Schoole,  and  the  Master 
commonly  delighteth  most  in  teaching  it, 
because  herein  he  seems  to  reap  the  fruit  of 
those  labours,  which  he  hath  bestowed 
formerly.  His  care  therefore  is  to  exercise 
them  in  every  thing  that  may  compleat  a 
Scholar,  that  whether  they  be  privately 
examined,  or  upon  any  public  solemnity 
required  to  shew  their  parts,  they  may  sat- 
isfy them  that  desire  an  account,  and  gain 
to  themselves  applause.  And  whereas  I 
observe  more  variety  in  teaching  this  Form 
then  the  rest,  because  every  Master  almost 
observes  a   several  Method  in  reading  such 

(214) 


(215) 
Authours  himselfe  best  liketh,  I  will  not 
much  trouble  my  self  to  declare  what  others 
do,  but  as  plainly  as  I  can  discover  what 
course  I  have  hitherto  taken  to  enable  these 
highest   Scholars    to   shift   for   themselves. 

1  Make  them  read  (at  least)  twelve  verses  out  of 
the  Greek  Testament,  into  Latine  or  English;  or  out 
of  the  English,  or  Latine  Testament  into  Greek  every 
morning  before  they  say  parts. 

2  Let  them  repeat  Parts  (as  they  did  before)  out 
of  the  Latine  and  Greek  Grammar?^,  and  Elementa 
Rhetorices,  every  Thursdaj^  morning,  and  give  ac- 
count -what  Grammatical  or  Rhetorical  notes,  they 
have  collected  and  writ  fair  in  their  Common  place 
Bookes  for  those  Arts.  Besides  the  Bookes  which  I 
formerly  mentioned,  I  desire  that  Goclenii  observa- 
tionum  linguae  Latinse  Analecta  et  Problemata 
Grammatica,  may  be  made  use  of  for  this  purpose. 

3  Their  parts  on  Mondaies,  Tuesdaies,  and  Wed- 
nesdaies,  may  be  to  learn  the  Hebrew  tongue,  which 

is  very  necessary  for  all  such  as  would  be  acquainted   Hpv,-pw 

with  the  Original  of  the  Bible,  and  is  not  very  difficult 

to  attain  to,   because  it  goeth   word  for  word  with   r^ 

„     ,.  ,  ,   .         ,  .         .  ,  ,      Grammar 

our  English,  and  is  not  so  copious  m  words  as  the      u     t 

Greek   and    Latine.     And    whereas    many    defer    the 

Hebrew  to  be  learned  at  the  University,  I  may  say 

it  is  rarely  attained  there  by  an}-  that  have  not  gotten 

(at   least)    the   Rudiments   of   it   before   hand,    at   a 

Grammar  Schoole. 

Now  for  the  entering  them  upon  this  holy  Language, 

I  conceive  Buxtorf's  Epitome  is  the  best  Introduction 

of  Hebrew  Gramm.ars;  partly  because  it  is  the  most 

used  in  Schooles,  and  partly  because  most  easy  for 

young  Scholars   to  apprehend.     Though  some  prefer 

Martinius,  others   Zellarmine,    others   Amoma,    others 

Buxtorfe,  you  may  read  your  Scholars  a  part  of  it. 


study 


(2l6) 


Later 

Hebrew 

translation 


and  cause  them  againe  to  read  it  over  perfectly  in 
your  hearing  and  then  let  them  get  it  by  heart,  as 
they  did  other  parts,  and  when  they  say,  be  sure  to 
examine  how  well  they  understand  it.  As  they  go 
over  this  Grammar,  they  should  write  out  the  letters, 
and  chief  est  Rules;  but  especially  the  declining  of 
Nouns  and  Pronounes,  and  all  the  Paradigmes,  of  the 
Conjugations  both  in  Hebrew  and  Latine  Characters, 
with  their  proper  significations,  and  this  will  cause 
them  to  minde  the  different  shapes  of  the  Consonants 
and  Vowels,  and  Accents,  and  help  to  strengthen 
their  memory  in  getting  the  Rules  by  heart.  They 
may  get  every  day  a  certain  number  of  Hebrew  roots, 
together  with  their  Grammar  parts  out  of  some  No- 
menclator   or   Lexicon. 

After  they  have  learnt  the  Grammar,  you  may 
exercise  them  in  some  Texts  of  Scripture  annexed 
as  a  Praxis  at  the  end  of  it,  which  they  must  exactly 
construe  and  parse,  and  ^Tite  faire,  by  way  of  inter- 
lineary. 

As  they  go  over  the  Psalter,  they  may  sometimes 
translate  their  lessons  into  Latine,  and  read  them 
out  of  Latine  into  Hebrew  in  a  paper-book.  Then 
they  may  with  facility  run  along  the  Psalter,  having 
Tossani  syllabus  geminus,  to  help  them  in  every  word. 
Afterwards  they  may  proceed  in  the  Proverb es,  Ec- 
clesiastes.  Job,  of  themselves;  but  be  sure  they  be 
well  acquainted  with  the  Rules  of  finding  a  Radix 
in  Buxtorfe,  or  Pagnine,  or  the  like  useful  Lexicon, 
which  are  fit  to  be  reserved  in  the  Schoole  Library. 
Though  it  be  found  a  thing  very  rare,  and  is  by  some 
adjudged  to  be  of  little  use,  for  School-boyes  to  make 
exercises  in  Hebrew;  yet  it  is  no  small  ornament,  and 
commendation    to    the    Schoole,*     (as    Westminster 


*  The  boy  for  the  school,  rather  than  the  school 
for  the  boy! 


(217) 
Schoole  at  present  can  evidence)  that  Scholars  are 
able  to  make  Orations  and  Verses  in  Hebrew,  Arabick, 
or  other  Oriental  Tongues,  to  the  amazement  of  most 
of  their  hearers,  who  are  angry  at  their  own  ignorance, 
because  they  know  not  well  what  is  then  said  or 
-written.  As  for  Orations,  they  may  be  translated 
out  of  Latine  into  Hebrew  by  the  help  of  Schindleri 
Pentaglotten,*  Buxtorfius,  Pagnine  Crinseius,  or 
Trostius's  Lexicon;  and  for  Verses  Buxtorf's  The- 
saurus will  afford  some  Rules  and  Precedents  and 
Aviani  Clavis  Poeseos  Sacrse,  all  sorts  of  Rithm.es. 

They  that  are  more  industriously  studious  in  the 
Hebrew,  may  profit  themiselves  very  much  by  trans- 
lating Janua  Linguarum,  into  that  language. 

This  that  I  have  said  may  seem  enough  to  be  learnt 
at  Schoole,  but  if  one  desire  to  learne  those  Oriental 
Tongues,  in  which  the  great  Bible  is  now  happily 
printed  (by  the  great  vigilancie  and  Industrie  of 
Doctor  Walton,  who  hath  carried  on  the  work  to  the 
honour  of  his  Nation,  the  comfort  of  the  poor  Church  Christian^ 
of  England,  and  the  encouragement  of  good  litera-  scholarship 
ture,  in  the  niidst  of  distracting  times)  he  may  make 
use  of  Introductio  ad  lectionem  Linguarum  Orienta- 
lium,  and  of  the  Lexicon  (which  I  conceive  ere  this 
tim.e  is  well  nigh  finished)  made  of  purpose  to  expli- 
cate the  words  of  the  Bible  according  to  their  several 
Languages;  viz.,  Hebrew,  Chaldie,  Samaritane,  Syri- 
ack,  Arabick,  Persian,  .lEthiopick,  Arm.enian.  and 
Coptick,  which  is  a  kinde  of  Egyptian  Tongue. 

4  Their  afternoons  Lessons  on  Mondaies  and  Wed- 
nesdaies,  may  be  in  Resiods  E'pya  kai  i^^epai  ^f,hich 
they  may  now  construe  and  parse  of  them.selves,  by 
help  of  the  Latine  translation,   and   Pasor  upon   it; 

*  Lexicon  Pentaglotton,  Hebraicum,  Chaldaicum, 
Syraiacum,  Talmudico-Rabbinicum  et  Arabicum,  &c., 
B.  M.  Edition,   1612. 


(2l8) 

or  Screvelii  Lexicon.  Onely  your  self  may  now  and 
then  illustrate  some  harder  places  out  of  Cerapine 
and  Melancthon's  Commentarie  published  by 
Johannes  Frisius  Tigurinus.  And  cause  them  to 
paraphrase  in  Greek  upon  such  Lessons  as  are  full 
of  excellent  matter,  and  which  are  worth  getting  by 
heart. 

When  they  have  gone  this  over  they  may  proceed 
in  like  manner  to  Homer,  in  which  they  may  help 
themselves  out  of  Clavis  Homerica,  or  Lexicon  Ho- 
mericum,  or  those  Quorundem  verborum  Themata, 
at  the  end  of  the  Scapulse  Lexicon.  You  may  illus- 
trate the  difficult  places  in  him  out  of  Eustathius's 
his  Commentary,  and  let  your  Scholars  write  some 
of  his  narrations  in  good  Latine  and  Greek  phrase. 
Homer  Chapman's  English  translation  of  Homer  will  delight 

your  Scholars  to  read  in  at  leisure,  and  cause  them 
better  to  apprehend  the  series  of  his  Poetical  dis- 
courses. WTien  they  are  well  acquainted  with  this 
Father  of  Poetr>',  (which  will  be  after  they  have  read 
two  Books,  either  of  his  Iliads,  or  Odisseus)  you  may 
let  them  proceed  to  Pindar,  and  after  they  have 
tasted  some  of  his  Odas,  by  the  help  of  Benedictus 
his  Commentary;  you  may  at  last  let  them  make  use 
of  Lycophron,  which  they  will  better  do,  having 
Cauterus  or  Zetzius  to  unfold  his  dark  meaning;  and 
Longolii  Lexicon  to  interpret  and  analyse  most  of 
his  uncouth  words. 

5  These  afternoone  Lessons  on  Tuesdaies  and 
Thursdaies,  may  be  in  Zenophon  Ttepi  Kupov  nateiai, 
for  the  first  quarter,  or  somewhat  longer  and  after- 
wards in  some  of  Euripides,  and  Sophocles  Tragedies, 
which  you  please  to  pick  out,  to  enable  them  for  the 
rest;  and  if  to  these  you  adde  a  few  of  Aristophanes 
Comedies  A\hich  they  may  better  understand  by  tbe 
help  of  Bisetus  upon  him,  I  suppose,  you  may  turn 
them  to  any  other  Greek  Authour,  and  they  will  give 


(219) 

you  a  reasonable  account  thereof  having  but  a  little 
time  allowed  them,  to  deliberate  upon  it,  and  neces- 
sary Subsidiaries  at  hand  to  help  themselves  withall, 
in  case  they  be  put  to  a  stand, 

6  Their  afternoons  parts  on  Mondayes  and  Wed- 
nesdayes  may  be  in  Aut  de  Laubegeois  Breviarium 
Graecae  Linguae,  partly  because  the  perusal  of  that 
book  will  help  them  to  retain  all  the  Greek  Vocabula's 
in  minde,  and  partly  because  those  excellent  Sen- 
tences being  pickt  out  of  many  Authours.  will  ac- 
quaint them  with  most  of  the  hard  words  that  they 
are  like  to  find  in  them. 

7  Their  afternoons  Lessons  may  be  in  Horace, 
wherein  they  should  be  emploid. 

1  In  committing  their  Lessons  to  memory,  as 
affording  a  rich  mine  of  invention. 

2  In  construing  and  parsing,  and  giving  the  Tropes 
and  Figures. 

3  In  scanning  and  proving  verses. 

4  Sometimes  in  turning  an  Ode,  or  Epistle,  into 
other  kind  of  verses,  English,  Latine  or  Greek,  some- 
times in  paraphrasing  or  enlarging  the  words  in  an 
Oratorical  style,  as  Mr.  Home  doth  give  some  Ex- 
amples in  his  little  golden  book  De  usu  Authoris. 

Mr.  Farnabie  or  Mr.  Bonds  Notes  upon  this  Poet 
will  encourage  the  Scholars  to  proceed  in  him  and 
after  they  have  read  what  you  best  approve  (for  he  Choice  in 
that  feeds  cleanly,  will  pare  his  apple)  in  this  Authour,  reading 
you  may  let  them  proceed  to  Juvenall,  and  read  some 
select  Satyres,  by  help  of  Farnabies  notes,  or  Lubines 
Commentarie,  and  then  let  them  read  Persius  quite 
through,  which  besides  the  notes  upon  him,  Mr. 
Holydaies  English  Translation  will  help  them  well  to 
understand.  As  for  Lucan,  Seneca's  Tragedies,  Mar- 
tiall,  and  the  rest  of  the  finest  Latine  Poets,  you  may 
do  well  to  give  them  a  taste  of  each,  and  show  them 
how  and  wherein  they  may  imitate  them,  or  borrow 


(  220  ) 

something  out  of  them.  Mr.  Farnabies  notes  upon 
them  -will  be  helpful  to  understand  them,  and  Pareus, 
or  Taubman  upon  Plautus,  will  make  that  some 
merry  Comedies  of  his,  may  be  easily  read  over. 

8  They  may  read  some  of  Luciani  selecti  mortu- 
orum  dialogi,  on  Tuesdaies  in  the  afternoons,  and  if 
those  printed  at  Paris  by  Sebastian  and  Gabriel 
Cramoisy  cum  interpretatione  Latina  et  Grammatica 
singularum  vocum  explanatione  were  to  be  had,  they 
might  easily  run  them  over,  but  (I  suppose)  they 
will  now  be  able  to  go  on  of  themselves  in  perusal  of 
those  lately   printed  by  Mr.  Dugard. 

After  Lessons  ended,  they  may  benefit  themjselves 
by  reading  Jacobi  Pontani  Progymnasmata  Latini- 
tatis,  which  will  furnish  them  with  good  expressions 
for  speaking  Latine,  and  acquaint  them  with  some 
patterns  for  exercises,  which  are  not  elsewhere  usually 
found. 

9  On  Thursdaies  they  may  be  employed  in  reading 
some  of  Tullies  Orations,  especially  those  pro  Archia 
contra  Catalinam,  and  Philippicae;  and  afterwards 
they  may  peruse  Pliny  Paneg\^rica,  and  Quintilian's 
Declamationes.  After  Lessons  ended,  they  may 
busie  themselves  in  perusing  Goodwin's  Antiquities, 
or  the  like.  And  here  I  do  heartily  wish,  as  Mr. 
Home  hath  done  formerly,  that  some  of  better  leisure 
and  abilities,  would  make  an  Index  Oratorius,  like 
that  Index  Poeticus  of  Mr.  Farnabies,  which  may 
point  at  the  marrow  of  matter  and  words,  in  all  the 
purest  Orators  that  are  extant,  either  ancient  or 
modern,  and  that  those  Authours  might  be  reserved 
in  the  Schoole  Librarie,  whereunto  Scholars  may  have 
recourse  touching  any  subject,  whereof  they  have 
occasion  to  treat  in  their  Schoole  Exercises. 

10  In  the  mean  time  this  Forme  should  continue 
to  make  Themes  and  Verses,  one  week  in  Greek,  and 
another  in  Latine;  and  ever  and  anon  they  may  con- 


(221  ) 

tend  in  making  Orations  and  Declamations,  for  which 

exercise  they   may   find   Helps  and   Patterns   in   Mr. 

Clerks    Formulae    Oratorise,    and    Mr.    Home   de   usu 

Authoris.     Likewise    to    bringing    themselves    to    an 

habituated   perfection   of  a   good  style,    they   should 

be  frequent  in  perusing  and  excerpting  passages  that 

may  serve  for  their  occasions  out  of  Tiilly,  Quintilian, 

Livie,  Sallust,  Tacitus,   Quintus  Curtius,   or   the  like 

ancient  Orations;  and  acquaint  themselves  with  those 

moderne  Orators,   whose  eloquence  we  admire;   viz., 

Turnerus,     Baudius,     Muretus,     Heinsius,     Puteanus, 

Rainoldus,  Lipsius,  Barclaius,   Salmatius,  and  others, 

to   be   laid   up   in    the   Schoole   Library.     Tesmarus, 

and   Orator   extemporaneus,   will  shew  them  how  to 

dispose  of  matter  so,  as  to  make  an  Oration  of  any   "Stvlist" 

subject  in  Latine,  ex  tempore;  and  Aphthonius,  and  standards 

Libanius   Sophista,   will  furnish   them  with    patterns 

in  Greek.     For  learning  to  "WTite  Greek  Epistles,  they 

may  consult  Isocrates'  Epistles,  and  Symmachus. 

They  should  often  also  vie  wits  amongst  themselves, 
and  strive  who  can  make  the  best  Anagrams,  Epi- 
grams, Epitaphes,  Epithalamia,  Eclogues,  Acrosticks, 
and  golden  verses,  English,  Latine,  Greek,  and  Hebrew; 
which  they  will  easily  do  after  a  ^^hile,  having  good 
patterns  before  them  to  imitate,  which  they  may 
collect  out  of  Authours,  as  they  fansie  them,  for  their 
own  use  and  delight. 

11  When  they  have  done  with  Nowell,  they  miay 
proceed  to  Birkets  Catechisme  in  Greek,  or  our  com- 
mon Church-Catechisme  in  Hebrew,  which  was  printed 
for  the  company  of  Stationers  in  four  languages, 
A.   D.    1638. 

Thus  have  I  at  last  done  with  my  Schoole 
Discovery,  in  which  I  have  proceeded  so 
far  as  to  make  any  Authour  seem  easie  to 
young  Scholars,  in  their  future  progresse  at 


(  222  ) 

the  Universities,  where  I  would  advise  them 
(that  have  purses  especially)  to  provide 
themselves  of  all  the  Latine  and  Greek  Ora- 
tors, and  Poets,  and  what  they  cannot  under- 
stand without  a  Commentary  or  Scholiast, 
to  procure  those  whereby  they  may  best  help 
themselves,  and  to  have  Shephani  Thesaurus, 
Greek  and  Latine;  Suidas,  Hesychius, 
Budaeus  Commentaries,  and  the  like,  ever 
at  hand;  that  they  may  be  sure  to  improve 
themselves  in  the  Latine  and  Greek  Tongues, 
as  well  as  to  minde  the  daily  study  of  Arts 
and  Sciences,  which  are  delivered  in  them. 

Hoole  as  ^  ^"^  would  some  able  Tutour  take  the 

for  a  paines  to  describe  a  Right  method  of  study, 

similar  and   in   what   Authours    Students   may   best 

discovery"  bestow  their    time  for  the  first  four  years;  it 

University      would   doubtlesse  be  a  means  to  encourage 

them  to  go  on  to  that  height  of  perfection; 

which  we  see  few  attain  to,  and  those  not 

untill  they  be  ready  to  drop  into  their  graves, 

and  then  they  wish  tiiey  could  once  run  over 

again    their    former    Studies,    and    tell    how 

easily    they    could     cope  againe     that    little 

measure  of  knowledge,  which  they  have  so 

industriously  sought  for  all  their  life. 

The    constant   employment    of   this    sixth 
Form   is. 

*  Probably  cope  against,  i.  e.,  cope  with  master. 


(223) 

1  To  read  twelve  verses  out  of  the  Greek  Course  of 

Testament  every  morning  before  Parts.  !,^*Y  ^ 

T      •  r-.       1     /^  Sixth  form 

2  To  repeat  Latine  and  Greek  Grammar 

Parts,  and  Elementa  Rhetorices  every  Thurs- 
day morning. 

3  To  learn  the  Hebrew  Tongue  on  Mon- 
daies,  Tuesdaies,  and  Wednesdaies,  for 
morning   Parts. 

4  To  read  Hesiod,  Homer,  Pindar,  and 
Lycophron,  for  forenoon  lessons  on  Mon- 
daies,  and  Wednesdaies. 

5  Zenophon,  Sophocles,  Euripides,  and 
Aristophanes,  on  Tuesdaies  and  Thursdaies. 

6  Laubegeois's  Breviarium  Graecae  lin- 
guae, for  afternoons  Parts  on  Mondaies  and 
Wednesdaies. 

7  Horace,  Juvenal,  Persius,  Lucan,  Sen- 
eca's Tragedies,  Martial,  and  Plautus,  for 
afternoons  lessons  on  Mondaies,  and  Wed- 
nesdaies. 

8  Lucian's  select  Dialogues,  and  Pontani 
Progymnamata  Latinitatis,  on  Tuesday 
afternoons,  and 

9  TuUies  Orations,  Plinies  Panegyricks, 
Quintilians  Declamations,  on  Thursday 
afternoons,  and  Goodwins  Antiquities  at 
leisure  times. 

10  Their  exercises  for  Oratory,  should  be 
to  make  Themes,  Orations,  and  Declama- 
tions, Latine,  Greek,  and  Hebrew;  and  for 


(224) 

poetry.,  to  make  Verses  upon  such  Themes, 
as  are  appointed  them  every  week. 

11  And  to  exercise  themselves  in  Ana- 
grams, Epitaphs,  Epithalamia's,  Eclogues, 
Acrosticks,  English,  Latine,  Greek  and  He- 
brev;^. 

12  Their  Catechismes  are  Nowell,  and 
Birket,  in  Greek,  and  the  Church  Catechisme 
in  Hebrew^.  So  that  in  six  (or  at  the  most 
seven)  yeares  time,  (which  children  commonly 
squander  away,  if  they  be  not  continued  at 
the  Schoole,  after  they  can  read  English,  and 
write  well)  they  may  easily  attain  to  such 
knowledge  in  the  Latine,  Greek,  and  He- 
brew Tongues,  as  is  requisite  to  furnish  them 
for  future  studies  at  the  Universities,  or  to 
enable  them  for  any  ingenuous  profession 
or  employment,  which  their  friends  shall 
think  fit  to  put  them  upon,  in  other  places. 

But  having  somewhat  to  say  further, 
touching  the  well  ordering  of  a  Grammar 
Schoole,  (for  I  have  here  insisted  chiefly 
concerning  Teaching)  I  shall  endeavour  to 
proceed  in  my  next  Treatise,  with  Schoole- 
Discipline. 

In  the  mean  time  you  may  observe,  that 
the  Method  which  I  have  here  discovered, 
is  for  the  most  part  contrived  according  to 
what  is  commonly  practised  in  England 
and  foreign  countries;  and  is  in  sundry  par- 


(  225  ) 
ticulars  proportioned  to  the  ordinary  cap- 
acities of  children  under  fifteen  years  of  age. 
The  subject  matter  which  is  taught,  is  the 
same  with  that  which  is  generally  used  by 
Grammars,  Authours,  and  Exercises ;Touch- 
ing  Grammars,  I  prefer  Lilies  for  Latine, 
Camdens  for  Greek,  and  Buxtorf's  Epitome 
for  Hebrew,  not  excluding  any  other  that 
may  conduce  to  the  compleating  of  Grammar 
Art.  The  Authours  which  I  prescribe  to 
be  used,  are  partly  classical  which  every 
Scholar  should  provide  for  himselfe;  and 
because  they  are  constantly  learnt  in  most 
Grammar  Schooles,  I  appoint  them  to  be 
read  at  such  times  as  are  usually  spent  at 
Lessons. 

The  subsidiary  Books  are  those  which  are   A  school 
helpful  to  children  in  performing  their  tasks   library  for 
with   more   ease   and    benefit;   and,    because  ^^^^^^'^c® 
all  the  Scholars  will  not  have  like  need  of 
them,  and  they  are  more  then  any  one  will 
desire  to  buy:  these  should  be  laid  up  in  the 
Schoole    Library,   for   every    Form    to  make 
use  on,  as  they  shall  have  occassion.      Some 
of  these   serve   chiefly  to   the   explication   of 
Grammar,  and  are  applyed  to  it;  some  are 
needful     for    the     better    understanding    of 
classical  authours,  and  are  appropriated   to     ' 
them;  and  others  are  very  requisite  for  the 
gaining  of  words,  and  phrases,  and  an  ability 


(226) 

for  speaking  or  writing  elegantly,  and  such 
times  are  set  apart  for  perusing  of  them  as 
are  commonly  truanted  away  in  idleness, 
or  needlesse  sport.  Now  by  the  joynt  using 
of  these  together,  I  endeavour  that  a  Scholar 
may  have  a  pretty  knowledge  of  the  Lan- 
guage which  he  learneth,  as  well  as  of  his 
bare  Grammar  Rules,  which  without  it 
signifie  nothing.  And  therefore  to  help 
children  more  easily  to  gain  the  Latine,  I 
Use  of  have    translated    such    books   as    they   learn 

translations  whilest  they  get  the  Grammar,  into  their 
own  mother  tongue,  that  by  comparing,  and 
using  both  together,  they  may  be  able  after 
good  acquaintance  with  the  Latine,  to  traine 
themselves  quite  from  the  English.  He 
that  desires  further  satisfaction  concerning 
the  Translations  which  I  have  already  made, 
may  peruse  that  Advertisement,  that  I 
caused  to  be  printed  before  Cato's  Distichs 
English  and  Latine. 

And  if  any  man  shall  think  to  tell  me» 
that  I  seem  to  trouble  my  Scholars  with  too 
many  books  at  once,  because  a  few  if  well 
learned,  will  suffice  to  make  a  Grammarian; 
I  will  give  him  here  to  consider — 

I  That  I  have  to  deale  with  children  who 
are  delighted  and  refreshed  with  variety  of 
books,  as  well  as  of  sports  and  meats. 


(227) 

2  That  a  Schoolmasters  aim  being  to 
teach  these  Languages,  and  Oratory,  and 
Poetry,  as  well  as  Grammar,  he  must  neces- 
sarily employ  them  in  many  Books  which 
tend   thereunto. 

3  That  the  classical  Authours  are  the 
same  with  other  Schooles,  and  Subsidiaries 
may  be  provided  at  a  common  charge,  as  I 
shall    afterwards    shew. 

The  Scholars  in  a  Grammar  Schole  may  Classifica- 
be  fitly  divided  into  six  formes  whereof  the   tion 
three  lowest,  which  are  commonly  under   an 
Usher,  may  be   termed — 

1  Rudimentaries,  that  learne  the  Grounds. 

2  Practitioners,  that  exerqise  the  Rules. 

3  Proficients,  that  can  speak  and  write 
true  Latine.  The  three  highest  Formes, 
are  employed  by  the  Master  to  learne  the 
Greek  and  Hebrew  Tongues,  together  with 
the  Latine,  and  to  gaine  some  skill  in  Oratory 
and  Poetry,  and  matters  of  humanity;  and 
of  these  I  may  name  the  lowest  Tertiani, 
the  middlemost  Secundani,  and  the  highest 
Primani,  because  they  seem  to  differ  one 
from  another  in  ability  of  learning,  as  these 
Roman  legionary  souldiers  did  in  strength 
and  use  of  Armes. 

This  division  I  have  purposely  made,  that 
whether  one  Master  alone  be  put  to  teach  the 
whole,  or  have  one,  two,  or  more  Ushers  to 


(228) 

assist  him,  he  may  constantly  train  up  his 
Scholars  by  one  and  the  same  way  of  teach- 
ing, (altering  now  and  then  onely  some  cir- 
cumstances, as  his  own  Discretion  shall 
better  direct  him)  and,  that  every  Scholar 
may  from  his  first  entrance  to  the  Schoole, 
proceed  with  cheerfulnesse  in  learning  when 
he  seeth  plainly  what  he  is  to  do  from  year 
to  year,  and  how  others  before  him  in  a  play- 
ing manner,  overskip  those  seeming  diffi- 
culties, which  he  imagineth  in  his  minde. 
And  I  conceive  it  will  be  no  small  satisfac- 
tion to  Parents,  and  a  mean  to  cease  the 
indiscreet  clamors  of  some  against  School- 
masters, to  see  what  method  they  observe 
in  teaching,  and  how  their  children  profit 
by  degrees,  according  to  their  present  appre- 
hensions, and  growth  in  years. 

And  now  the  God  of  heaven  and  earth  in 
whose  alone  power  it  is  to  give  increases, 
vouchsafe  to  bestow  such  a  blessing  upon 
our  planting  and  watering,  that  our  young 
plants  may  grow  up  in  all  godlinesse  and 
good  learning,  and  abound  in  the  knowledge 
of  our  Lord  Jesus  Christ,  whom  onely  to 
know,  is  eternal  life.     Amen. 


SCHOLASTICK 
DISCIPLINE 

OR 

THE  WAY  OF  ORDERING  A  GRAM- 
MAR SCHOOLE 

DIRECTING     THE      NOT      EXPERIENCED,      HOW 

he    may    profit    every    particular 

scholar,   and   avoyd   confusion 

amongst  a  multitude. 

By  C.  H. 


LONDON 


Printed  by  J.  T.Jor  Atidrew  Crook  at  the  Green  Dragon 

in  Paul's  Church  Yard,  1659. 

(229) 


CHAP.  I. 


OF   THE    FOUNDING   OF   A   GRAMMAR   SCHOOLE 

The  most  of  the  Grammar  Schooles  which  '^^^ 

I  have  yet  taken  notice  of  in  England,  are  ^i'^"^™^^ 

^  ■'  o  '  Schools   of 

of  two   sorts;  the  period 

The  first  I  may  call  mixt  Schooles,  where    (a)  mixed 
a  structure  is  made,  and  an  allowance  given  elementary 
of  ten,  twenty,  or  thirty  pounds  per  annum,  ^"^ 
onely  to  one  man  to  teach  children  freely,  ^^™™^^ 
that    inhabit    within    the    precincts    of   one 
Parish,    or    of  tiiree    or    four    neighbouring 
Hamlets,     adjoyning.     And     such     Schooles 
as  these  very  seldom  or  ever  improve  Scholars 
further,  then  to  teach  them  to  read  and  write, 
and  learn  some  little  (they  know  not  what  it 
meaneth)  in  the  common  Grammar;  partly 
because    the    Master    is    overburdened    with 
too    many    petty    Scholars,    and    partly    be- 
cause   many    parents    will    not    spare    their 
children  to  learne,  if  they  can  but  find  them 
any   employment   about   their   domestick   or 
ruerall    affairs,    whereby    they   may    save    a 
penny. 

In  some  places  more  populous,  an  allow- 
ance is  made  to  a  Master  of  about  twenty 
pounds  per  annum  to  attend  Grammarians 

(231) 


(b)  purely 

grammar 

schools 


(232) 
onely,  and  ten  pounds  to  an  Usher,  whose 
work  it  is  to  teach  the  Petties:  in  such 
Schooles  as  these,  I  have  knowne  some 
boyes  more  pregnant  witted  then  the  rest, 
to  have  proved  very  good  Grammarians, 
and  to  have  profited  so  in  the  Latine  and 
Greek  Tongues,  as  to  come  to  good  maturity 
in  University  studies  by  a  Tutors  guidance. 
But  the  Masters  of  such  Schooles  for  the 
most  part,  either  weaken  their  bodies  by 
excessive  toyle,  and  so  shorten  their  dayes; 
or  (as  soon  as  they  can  fit  themselves  for  a 
more  easie  profession,  or  obtain  a  more 
profitable  place)  after  a  few  years  quit  their 
Schoole,  and  leave  their  Scholars  to  anothers 
charge,  that  either  hath  his  method  to  seek, 
or  else  traines  them  up  in  another,  quite 
different  from  that  which  they  had  been 
used  to.  And  thus  thorow  the  change  of 
Masters  the  Scholars  are  either  dispersed, 
or  hindered  from  going  on  with  that  alacrity 
and  profit,  which  otherwise  they  might. 

The  second  sort  of  Schooles  are  those 
which  are  purely  Grammatical,  being  es- 
pecially conversant  in  teaching  the  Art  of 
Grammar.  Now  some  of  these  have  yearely 
salaries  for  the  Master  and  one  Usher,  where 
the  Master  is  employed  in  perfecting  those 
Scholars,  which  the  Usher  hath  already 
grounded.     And    many    of    these    Schooles 


(233) 

(especially  if  they  be  situate  in  places  where  Some  of 

accommodation   is    to   be   had    for   Tabling)  ]^^^^^ 
11-1  •  oil  1  •    i'    having 

do   happily   tram    up   many   scholars   which  boarders 

about  sixteen  or  seventeen  years  age  are  fit 
to  be  sent  to  the  University.  But  in  regard  University 
there  is  no  preferment  attending  these 
Schooles,  the  most  pregnant  witted  children 
are  commonly  taken  thence,  after  they  are 
well  grounded,  and  disposed  on  to  other 
places,  where  they  may  gain  it.  So  that  of 
all  others  our  collegiate  Schooles  or  those 
that  come  nearest  them,  have  the  greatest 
advantage  of  making  most  Scholars.  For 
these  having  commonly  large  revenues  be- 
longing to  them;  do  not  onely  provide  suf- 
ficiently for  a  Master  and  one  Usher  at  least, 
but  also  for  a  certain  number  of  Scholars,  and  school 
which  being  for  the  most  part  the  choycest  scholarships 
wits,  pickt  out  of  other  Schooles  and  such 
as  depend  upon  hopes  of  advancement,  do 
industriously  bestirre  themselves  to  attain 
what  learning  they  can,  and  submit  them- 
selves orderly  to  such  DiscipHne  as  is  there 
exercised. 

But  forasmuch  as   these  greater   Schooles   p  . 
rather  intend  the  forwarding  of  such  children  boarding 
as  are  already  grounded,   then  busie   them-  schools 
selves    about    meer    Rudiments;    it    causeth 
many    parents    to    disperse    their   little    ones 
abroad  to  Tabling-Schooles,  where   (for  the 
most  part)  there  is  but  one  man  to  teach  a 


(234) 
few  promiscuously  hand-over-head,  without 
any  setled  Method,  and  these  changing  and 
removing  ever  and  anon,  as  cause  is  offered, 
do  seldome  attain  any  stable  proficiencie  in 
Grammar  learning.  Yet  in  some  of  these, 
where  an  able  Schoole-Master  is  well  seated, 
and  provided  with  all  fitting  accommoda- 
tions, so  as  to  entertain  many  Gentlemens 
sonnes  of  good  quality,  and  an  able  Usher 
to  assist  him  in  Teaching,  I  have  observed 
children  to  make  double  profiting,  in  respect 
of  other  Schooles,  because  they  have  the 
advantage  to  spend  much  of  that  time  at 
their  bookes,  which  others  trifle  away,  in 
running  up  and  dow^n  at  home;  not  to  say, 
that  the  constant  eye  of  the  Master  is  an 
especiall  means  to  regulate  them  in  point  of 
behaviour. 

Now  comparing  all  the  Schooles  which 
we  have  in  England,  with  some  that  I  read 
of  in  other  Countries  (that  I  may  speak 
freely,  and  without  offence  to  any  man,  sub- 
mitting my  self  therein  also  to  the  judgement 
of  those  of  my  profession)  I  do  not  know 
one  that  is  so  compleated,  as  (perhaps)  many 
might  easily  be,  with  all  necessary  accommo- 
dations, and  advantages  to  improve  children 
to  what  they  are  capable  of,  in  their  playing 
years,  and  wherein  we  evidently  see,  how 
many  places  of  education  beyond  the  Seas, 
do  quite  outstrip  us. 


( 2.35  ) 
And  therefore  trom  what  I  have  heretofore 
read  in  Mr  Mulcaster's  Positions  concern- 
ing the  training  up  of  children,  in  Ch.  40 
(which  he  writ  when  he  had  been  twenty 
years  Schoole  Master  at  Merchant  Tailors 
Schoole,  which  was  erected  1561,  being 
afterwards  head  Master  of  Pauls,  in  1600) 
and  what  I  have  been  informed  touching 
Mr.  Farnabies  improvement  of  a  private 
Grammar  Schoole  in  Gold  Smiths  Alley, 
now  called  New  street,  also  Jewen  street; 
and  what  I  myself  have  experienced  for 
about  fourteen  years  together,  both  in  that 
place,  and  in  Lothbury  Garden,  I  am  in- 
duced to  think,  that  it  is  a  matter  very 
feaseable  to  raise  many  of  our  Grammar- 
Schooles  to  a  far  higher  pitch  of  learnings 
then  is  ordinarily  yet  attained  to  in  England^ 
For  whereas  in  most  of  our  Grammar  Schooles 
(as  I  have  noted)  there  is  but  one,  two  or 
three  Ushers  besides  the  Master,  imployed 
in  teaching  the  Latine  and  Greek  Tongues^ 
and  some  smattering  of  the  Hebrew  together 
in  one  room,  to  six  or  seven  Forms  of  schol- 
ars, who  by  reason  of  the  noise  of  one  an- 
other, (not  to  mention  the  clamour  of  chil- 
dren) and  the  multiplicity  of  their  work, 
with  several  boyes  in  each  Form,  do  both 
over-tire  themselves,  and  many  times  leave 
things  to  the  halves;  I  conceive  a  course  may 
be  taken  (especially)  in  Cities  and  Townes 


schools 


(236) 

Reformed  of  great  concourse,  to  teach  a  great  multi- 
graminar  j-^jg  Qf  Scholars  (as  Corderius  professeth  to 
have  taught  500,  and  I  have  been  informed, 
that  in  some  places  beyond  Seas  2500  are 
taught  in  one  Schoole)  without  any  noise, 
in  a  pleasing  and  profiting  manner,  and  in 
their  playing  years;  not  onely  the  English, 
Latine,  and  Greek  Tongues  (together  with 
the  Duties  of  Piety,  and  civil  behaviour)  but 
also  the  Easterne,  and  other  needful  forreign 
Languages,  besides  fair  writing,  Arithmetick, 
Musick,  and  other  Preparatory  Arts  and 
Sciences,  which  are  most  obvious  to  the 
Senses;*  and  whereof  their  younger  yeares 
are  very  capable;  that  thereby  they  may  be 
throughly  fitted  for  ingenuous  Trades,  or 
to  prosecute  higher  studies  in  the  Univer- 
sities, and  so  be  able  (when  they  come  to 
mans  estate)  to  undertake  the  due  manage- 
ment of  private  or  publick  Affaires,  either 
at  home,  or  in  other  countries. 

He  that  shall  but  consider  the  low  ebbe 
that  learning  was  brought  to  (by  reason  of 
the  Danish  barbarisme)  in  England,  in  King 

*  An  encyclopsedic  education  such  as  was  commonly 
advocated  in  the  seventeenth  century,  and  of  which, 
following  Bacon,  Comenius,  Milton,  and  Dury  are 
the  best  known  exponents  (with,  perhaps,  Ratichius 
who  did  not  however  act  up  to  his  theory  when  he 
had  the  opportunity  given  him  by  the  Prince  of 
Anhalt-Kothen.) 


Alfred's  dayes,  who  could  not  find  a  Master 
in  all  his  dominions,  to  teach  him  the  Latine 
Tongue,  (which  he  began  to  learn  at  thirty 
six  years  of  age,  having  begun  to  read  Eng- 
lish at  twelve,  which  his  elder  brethren,  be- 
cause less  studious,  could  not  attain  to)  and 
the  paucity  of  them  that  understood  Greek, 
not  much  above  threescore  years  agoe,  when 
a  Scholar  yet  living  of  thirteen  years  old  from 
the  Schoole,  was  owned  as  a  better  Grecian, 
then  most  of  the  Fellowes  of  the  Colledge  to 
which  he  went;  he  that,  I  say,  shall  consider 
the  former  rareness  of  the  Latine  and  Greek 
Tongues  in  England,  and  now  see  how  com- 
mon they  are  (especially  since  Queen  Eliza- 
beths dayes,  in  whose  time,  more  Schooles 
were  built,  then  there  were  before  in  all  her 
Realm)  and  withall,  take  notice  what  an 
excellent  improvement  that  noble-spirited 
Mr.  Busbie  hath  of  late  made  at  Westminster 
Schoole,  where  the  Easterne  Languages  are 
now  become  familiar  to  the  highest  sort  of 
Scholars,  will  undoubtedly  think  (as  I  do) 
that  our  children  may  be  brought  on  to  far 
more  knowledge  of  Language  and  things, 
then  hitherto  they  have  been,  and  that  also 
in  a  more  easy  manner. 

And  forasmuch  as  I  observe  it  as  a  great 
act  of  Gods  mercy  towards  his  Church,  that, 
in  this  jangling  age  of  ours,  wherein  too 
many  decry  learning,  he  hath  raised  up  the 


(238) 
Spirit  of  some,  that  know  better  what  it  is, 
to  endeavour  heartily  to  advance  it,  I  shall 
here  address  my  words  to  such  whosoever 
they  are,  but  more  especially  to  the  Honour- 
able and  Reverend  Trustees  for  the  main- 
tenance of  students.  And  as  before  I  have 
hinted  somewhat  touching  the  erecting  of 
Petty-Schooles  (whereof  there  is  great  need, 
especially)  in  London;  so  I  will  here  presume 
(and  I  hope  it  will  prove  no  offence)  to  pub- 
lish what  I  have  often  seriously  thought, 
and  sometimes  spoken  with  some  mens  ap- 
probation, touching  the  most  convenient 
founding  of  a  Grammar-Schoole;  that  if  it 
shall  please  God  to  stirre  up  mans  spirit  to 
perform  so  pious  a  work,  he  may  do  it,  to  the 
best  advantage  for  the  improvement  of  Piety 
and  learning.  For  when  I  see  in  many 
places  of  this  land,  what  vast  summes  have 
been  expended  (even  of  late)  in  erecting 
stately  houses,  and  fencing  large  parcels  ot 
ground  for  Orchards  and  Gardens,  and  the 
like;  and  how  destitute  for  the  most  part 
they  stand,  and  remain  without  inhabitants; 
Appeal  to  1  am  too  apt  to  think,  that  those  persons 
founders  which  have  undergone  so  great  a  charge,  to 
so  little  purpose,  would  willingly  have  dis- 
bursed as  much  money  upon  a  publick  good, 
did  they  but  rightly  know  how  to  do  it;  since 
thereby  their  name  and  memory  will  be  more 


(239) 
preserved;  especially,  if  they  have  no  children 
or  posterity  of  their  ow^n  to  provide  for. 

But   to    return    to    the    contrivance    of     a 
Schoole,  which  is  to  be  in  many  things  (as 
I  have  mentioned)  above  the  ordinary  way  Hoole's 
of    Schooling,    yet    gradually    distant    from,  scheme  for 
and    subordinate    to    University    Colledges,  reformed 
which  would  thence  also  take  a  further  rise  ^^^"^"^ 
towards  perfection  in  all  kinds  of  study  and 
action.  For  the  better  grounded  a  Scholar  is 
in  the  principles  of  useful  matters,  when  he 
comes  to  the  University,  the  greater  progress 
he  will  make  there  in  their  superstructures, 
which  require  more  search  and  meditation; 
so  that  at  last  he  will   be  able   to  discover 
many  particulars  which  have  not  yet  been 
found   out   by   others,   who    (perhaps)    have 
not  gone  so  rationally  to  work,  as  he  may  do, 
having  obtained  the  whole  Encyclop<Tedia  of 
learning,  to  help  him  in  all  sorts  of  Books. 

Such  a  Schoole  then  as  may  be  fit  for  the 
education  of  all  sorts  of  children  (for  we  have 
seen  the  very  poorest  to  have  come  to  dig- 
nities of  preferment  by  being  learned)  should 
be  situated  in  a  City  or  Town  of  great  con- 
course and  trading,  whose  inhabitants  are 
generally  addicted,  and  sufficiently  accom- 
modated to  entertain  Tablers,  and  are  un- 
animously well-affected  towards  Piety, 
Learning,  and  Vertue.  The  place  should  be 
healthfully  and  pleasantly  seated  in  a  plen- 


The  site* 


The  school- 
house  and 
playground 


Arrange- 
ment of 
class-rooms 


(240) 

tifull  country,  where  the  wayes  on  all  sides 
are  most  commonly  faire,  and  convenient 
passage  to  be  had  from  remote  parts,  both 
by  land  and  by  water. 

The  Schoole-house  should  be  a  large  and 
stately  building,  placed  by  it  selfe  about  the 
middle  of  the  outside  of  a  Towne,  as  near  as 
may  be  to  the  Church,  and  not  far  from  the 
fields,  where  it  may  stand  in  a  good  aire,  and 
be  free  from  all  annoyances.  It  should  have 
a  little  piece  of  ground  adjoyning  to  it,  which 
should  be  divided  into  a  paved  court  to  go 
round  about  the  Schoole,  a  fair  Orchard  and 
Garden,  with  walks  and  Arbors,  and  a  spa- 
cious green  close  for  Scholars  recreations; 
and  to  shelter  the  Scholars  against  rainy 
weather,  and  that  they  may  not  injure  the 
Schoole  in  times  of  play  it  were  good  if  some 
part  of  the  Court  were  sheded,  or  cloystered 
over.  This  Schoole-house  should  be  built 
three  stories  high,  whereof  the  middlemost, 
for  more  freedome  of  the  air,  should  be  the 
highest  above  head,  and  so  spacious,  that  it 
may  contain  (at  least)  500  Scholars  together, 
without  thronging  one  another.  It  should 
be  so  contrived  with  folding  doors  made  be- 
twixt every  Form,  as  that  upon  occasion  it 
may   be   all   laid    open   into   one    roome,   or 

*  C.  f.  the  situation  of  the  great  English  Secondary 
("Public")  Schools,  e.  g.  Rugby,  Eton,  Harrow, 
Uppingham. 


(241) 

parted  into  six,  for  more  privacie  of  hearing 
every  Form  without  noyse,  or  hindrance  ore 
ot  another.  There  should  be  seats  made  in 
the  Schoole,  with  Deskes  before  them  where- 
upon every  Scholar  may  write,  and  lay  his 
book,  and  these  should  be  so  placed,  that  a 
good  space  may  be  left  in  the  middle  of  the 
Schoole,  so  as  six  men  a  breast  may  walk  up 
and  down  from  Form  to  Form.  The  Ushers 
Pues  should  be  set  at  the  head  ends  of  every 
Form,  so  as  they  may  best  see  and  hear  every 
particular  boy.  And  the  Masters  Chaire 
should  be  so  raised  at  the  upper  end  of  the 
Schoole,  as  that  he  may  be  able  to  have 
every  Scholar  in  his  eye,  and  to  be  heard  of 
all,  w^hen  he  hath  occasion  to  give  any  com- 
mon charge,  or  instruction.  There  may  be 
shelves  made  round  about  the  Schoole,  and 
boxes  for  every  Scholar  to  put  his  books  in, 
and  pins  w^hereon  they  may  hang  their  hats; 
that  they  be  not  trodden  (as  is  usual)  under 
feet.  Likewise  every  Form  should  have  a 
Repository  near  unto  it,  wherein  to  lay  such 
Subsidiary  books  as  are  most  proper  for  its 
use.  The  lowest  story  may  be  divided  into 
several  rooms,  proportioned  according  to 
the  uses  for  which  they  are  intended,  w  hereof 
one  should  be  for  a  writino;-Schoole,  another  _ 
for  such  Languages  as  are  to  be  taught  at  department 
spare  houres,  and  a  third  as  a  Petty-Schoole 
for    such    children    as    cannot    read    English 


Apparatus 
and  library 


Lighting 

and 

ventilation 


Master's 
house 


(242) 

perfectly,  and  are  intended  for  the  Grammar- 
Schoole.  A  fourth  room  may  be  reserved 
for  laying  in  wood  and  coales,  and  the  rest 
made  use  on  for  Ushers  or  Scholars  to  lodge 
in,  or  the  like  occasion,  as  the  Master  shall 
think  best  to  dispose  of  them  to  the  further- 
ance of  his  Schoole.  In  the  uppermost  story, 
there  should  be  a  faire  pleasant  Gallery 
wherein  to  hang  Maps,  and  set  Globes,  and 
to  lay  up  such  rarities  as  can  be  gotten  in 
presses,  or  drawers,  that  the  Scholars  may 
know  them.  There  should  likewise  be  a 
place  provided  for  a  School-Library,  and  the 
rest  may  be  made  use  of  as  Lodging  roomes 
for  Ushers  and  Scholars.  But  the  whole 
Fabrick  should  be  so  contrived,  that  there 
may  be  sufficient  lights  and  chimneys  to 
every  Form  and  roome.  As  for  a  house  or 
Office,  it  should  be  made  a  good  distanse 
from  the  Schoole,  in  some  corner  of  the  close, 
where  it  may  be  most  out  of  sight,  and  least 
offensive. 

The  Masters  dwelling-house  should  be 
nigh  the  Schoole,  and  should  contain  in  it 
all  sorts  of  roomes  convenient  for  entertain- 
ment and  lodging  and  necessary  offices  that 
pertain  to  a  great  family.  It  should  have  a 
handsome  Court  before  it,  and  a  large  yard 
behind  it,  with  an  Orchard  and  Garden  and 
some  inclosure  of  pasture  ground.  And 
there  should  be  two  or  three  roomes  made 


(243) 
a  little  remote  from  the  dwellino;  house,  to 
which   Scholars  may   be   removed   and   kept  infirmary 
apart,  in  case  they  are  sick,  and  have  some 
body  there  to  look  to  them. 

Nov^  that  every  Scholar  may  be  improved 
to  the  utmost  of  what  he  is  capable,  the  whole  ciassifica- 
Grammar-Schoole  should  be  divided  into  tion 
six  Forms,  and  those  placed  orderly  in  one 
roome,  which  (as  I  have  described)  may  be 
so  divided  into  six,  that  the  noyse  of  one 
form  may  not  at  all  disturb  or  hinder  another. 
There  should  also  be  six  able  Ushers,  for 
every  particular  form  one,  whose  work 
should  be  to  teach  the  Scholars  according 
to  the  method  appointed  by  the  Master,  and 
(that  every  one  may  profit  in  what  he  learn- 
eth)  to  be  sure  to  have  respect  to  the  weakest, 
and  afford  them  the  most  help. 

The    Master    should    not    be    tyed    (as    is 

ordinary)  to  a  double  work,  both  to  teach  a   '^,^®  P"'^' 

main  part  of  the   Schoole   himselfe,   and  to  ^'^      ^®® 
,  r        .  _  supervise 

have    the    inspection    and    government   over 

all;  but  his  chief  care  should  be    (and  it  will 

be   businesse   enough   for  one)   to   prescribe 

Taskes,    and    to    examine    the    Scholars    in 

every  form,  how  they  profit,  and  to  see  that 

all  exercises  be  duely  performed,  and  good 

order   constantly    observed,    and    that   every 

Usher  be  dexterous  and  diligent  in  his  charge, 

and  moderate  in  executing  such  corrections, 

as  is  necessary  at  any  time  to  be  inflicted  for 


Salaries 


Boarders' 
and  other 
fees 


(244) 
vicious   enormities,    but    seldonie    or    never, 
for  errours  committed  at  their  Books. 

As  for  the  maintenance  of  such  a  School, 
it  should  be  so  liberal,  that  both  Master  and 
Ushers  may  think  their  places  to  be  prefer- 
ment sufficient  and  not  to  be  enforced  to  look 
for  further  elsewhere,  or  to  direct  their  spare 
houres  studies  towards  other  callings.  It 
were  to  be  wished  therefore,  that  a  constant 
Salary  of  (at  least)  looi^  per  annum  might 
be  allowed  to  the  Master,  and  30,  40,  50,  60, 
70,  80,  per  annum  to  his  six  Ushers.  The 
raising  of  which  maintenance  (to  use  M' 
Mulcasters  words)  as  it  will  require  a  good 
minde,  and  no  meane  purse;  so  it  needs 
neither  the  conference  of  a  countrey,  nor  yet 
the  Revenue  of  a  Romane  Emperour.  Be- 
sides the  Master  for  his  encouragement, 
should  have  liberty  to  make  what  benefit 
he  can  by  tabling  the  strangers;  and  every 
of  the  abler  sort  of  inhabitants  in  the  Town, 
should  pay  him  (at  least)  10  s  per  quarter, 
for  a  sons  teaching,  but  all  the  poorer  chil- 
dren should  be  taught  gratis,  on  condition 
they  be  sent  constantly  to  the  Schoole,  and 
that  their  Parents  do  engage  they  shall  keep 
good  order,  and  be  cleanly  and  neat  in  their 
apparel;  that  they  may  not  seem  to  disgrace 
their  fellowes,  or  to  be  disdained  by  them 
for  their  poverty. 


(245) 
It  would  withall  be  a  great  encouragement 
to  these  poorer  sort  of  children  to  learn,  if 
some  whom  God  hath  enriched  with  more 
then  enough,  would  spend  the  superrogation 
of  their  wealth,  (as  Mr.    Mulcaster  terms  it)  Technical 
in    affording   exhibitions    of   8,    or    lO;^    per  ^"^ 
annum  towards  keeping  them  at  the  Schoole,   training 
or  sending  them  abroad  as  they  are  fit,  to  for  the 
Trades,     or     Universities.     They     that     go   poorer 
thither,    should    have    larger   exhibitions   al-  children 
lowed  them,  upon  condition  that  they  em- 
ploy more  time  then  others  in  the  study  of 
Tongues,  and  critical  learning;  for  the  pro- 
moting whereof  I  shall  onely  propound   M''- 
Mulcaster's  question  in  his  own  words,  which 
are  these:   If  there  were  one  Colledge,  where 
nothing  should  be  professed  but  Languages 
onely   (as  there  will  be   some  people  which 
will  proceed  no  further)  to  serve  the  Realme 
abroad,   and    studies   in   the   Universitie,   in 
that   point  excellently   and   absolutely  were 
it    not    convenient  ?  nay   were    it    not    most 
profitable,    &c.     As  for  what  he  writes  fur-  Mulcaster 
ther  (in  Chap.  41  of  his  Positions  touching  ^"^  ^^^ 
the  division  of  Colledges  by  professions  and   ^"° 
faculties;    and    M^.    John  Dury    hath  lately 
published  (in  his  reformed  Schoole)  and  his 
Supplement  thereto,  concerning  the  bringing 
together  into  one  society,  such  as  are  able  to 
exercise   themselves  in  any,  or  all  kinde  of 
Studies,    that    by    their    mutual    association, 


Value  of 
trained  and 
experienced 
teachers 


Lost 

ground  to 
be 
recovered 


(246) 

communication,  and  assistance  in  reading, 
meditating,  and  confering  about  profitable 
matters,  they  may  not  onely  profit  their  own 
abilities,  but  advance  the  superstructures  of 
all  learning  to  that  perfection  which  by  such 
meanes  is  attainable;  I  refer  the  more  judi- 
cious to  their  Books,  and  leave  it  to  the  con- 
sideration of  those  that  endeavour  to  promote 
Schoole-teaching,  whether  such  a  Schoole  as 
I  have  now  delineated,  would  not  be  of  great 
concernment  to  the  Church  and  Common- 
wealth, where-out  to  pick  more  able  Schoole- 
Masters,  that  by  degrees  have  been  exercised 
in  teaching  all  sorts  of  Scholars,  for  (at  least) 
seven  years  together,  then  many  men  that 
have  scarce  saluted,  or  are  newly  come  from 
the  Universities  can  suddenly  prove  to  be. 
For  I  think  it  one  thing  to  be  a  good  Schoole- 
master,  and  another  thing  to  be  a  good 
Scholar,  though  the  former  cannot  well  do 
his  duty  as  he  ought,  except  he  be  also  the 
latter. 

I  might  here  bewayle  the  unhappy  divert- 
ment  of  Jesus  Colledge  in  Rotherham,  in 
which  Town,  one  Thomas  Scot,  alias  Rother- 
ham (a  poor  boy  in  Ecclesfield  Parish)  hav- 
ing had  his  education,  and  being  advanced 
to  the  Arch-bishoprick  of  York,  in  the  time 
of  Edward  the  fourth,  did  out  of  love  to  his 
country  and  gratitude  to  the  Town,  erect  a 
Colledge  as  a  Schoole,  for  a  Provost  who  was 


( 247  ) 
to  be  a  Divine,  and  to  preach  at  Ecclesfield, 
Laxton,  and  other  places  (where  the  Col- 
ledge  demeanes  lay)  and  three  Fellowes, 
whereof  one  was  to  teach  Grammar,  another 
Musick,  and  the  third  writing;  besides  a 
number  of  Scholars;  for  some  of  whom  he 
also  provided  Fellowships  in  Lincoln  Col- 
ledge  in  Oxford.  But  in  the  time  of  Henry 
the  Eight,  the  Earle  of  Shrowesbury  (who 
as  I  have  heard  was  the  first  Lord  that  gave 
his  vote  for  demolishing  of  Abbies)  having 
obtained  Roughford  Abbey  in  Nottingham- 
shire (to  the  Prior  whereof  the  Lordship  of 
the  Town  of  Rotherham  belonged)  took  ad- 
vantage also  to  sweep  away  the  Revenues 
of  Rotherham  Colledge  (which  according 
to  a  rentale  that  I  have  seen  amounted  to 
about  200o£  per  annum)  and  after  a  while 
(having  engratiated  himself  with  some  School 
Townsmen,  and  Gentlemen  there  about  bv  replaced  by 
erecting  a  Cock-pit  he  removed  the  Schoole  ^  cock-pit 
out  of  the  Colledge  into  a  sorry  house  before 
the  gate,  leaving  it  destitute  ot  any  allowance, 
till  Mf.  West  (that  writ  the  Presidents)  in 
the  time  of  Queen  Elizabeth,  (and  when  Mr. 
Snell  was  Schoolmaster)  obtained  a  yearely 
salary  of  tenne  pounds  per  annum,  which  is 
since  Paid  out  of  the  Exchequer,  by  the 
Auditor  of  Accounts.  I  remember  how 
often  and  ernestly  M'^.  Francis  West,  who 
had  been  Clerk  to  his  Uncle,  would  declaime 


(248) 

against  the  injury  done  to  that  Schoole, 
which  indeed  (as  he  said)  ought  still  to  have 
been  kept  in  the  Colledge,  and  how  when  I 
was  a  Schoole-master  there,  he  gave  me  a 
copy  of  the  Foundation,  and  showed  me 
some  rentalls  of  Lands,  and  told  me  w[h]ere 
many  Deeds  and  Evidences  belonging  there- 
unto were  then  concealed,  and  other  re- 
markable passages,  which  he  was  loth  to 
have  buried  in  silence. 

But  I  onely  mention  thus  much  touching 
that  worthy  Foundation,  to  shew  how  char- 
itably some  men  have  been  addicted  to  cher- 
ish the  roots  of  learning,  and  how  covetously 
others  have  been  bent  to  destroy  the  whole 
body  of  it,  even  in  former  ages;  And  I  hope 
none  will  be  discouraged  from  Pious  under- 
takings, for  feare  least  his  benevolences 
should  in  these  or  after  times  be  perverted, 
when  he  considereth  that  God  looketh  upon 
the  sincerity  of  his  ends,  and  will  accordingly 
reward  him,  though  what  he  religiously  in- 
tended, may  unhappily  be  abused  by  others, 
contrary  to  his  minde. 

I  shall  now  to  end  this  chapter,  recite 
some  remarkable  passages  of  Mr.  Mulcas- 
ters  out  of  his  Positions  (Ch.  40)  which  I 
leave  to  the  consideration  of  others,  to  think 
how  far  they  concurre  with  what  I  have  said, 
as  well  concerning  the  foundation  of  a  Petty, 
as  a  Grammar  School. 


(249) 

*If  any  welldisposed  wealthy  man,  for  the  „  . 

JuUlcsistGr  s 
honour    that   he    beareth    to    the    murthered  appeal  to 

infants  (as  all  our  erections  have  some  founders 
respect  that  way)  would  begin  some  build- 
ing, even  for  the  little  yong  ones  which  were 
no  increase  to  Schooles,  but  an  help  to  the 
elementary  degree,  all  they  would  pray  for 
him,  and  he  himself  should  be  bound  to  the 
memory  of  the  young  infants,  which  put  him 
in  remembrance  of  so  vertuous  an  act.' 

'The  opportunity  of  the  place,  and  the 
commodity  oi  the  Trainers,  where  of  a  small 
time  will  bring  forth  a  great  many,  will  draw 
many  on,  and  procure  good  Exhibitours,  to 
have  the  thing  go  forward. 

T  could  wish  we  had  fewer  Schooles,  so 
they  were  more  sufficient,  and  that  upon 
consideration  of  the  most  convenient  seats 
for  the  Countries  and  Shires,  there  were  many 
put  together,  to  make  some  few  good.'* 

'The  use  of  under-teachers  is  not,  as  we 
now  practise  it  in  Schooles,  where  indeed 
Ushers  be  Masters  of  themselves,  but  to 
assist  the  Master  in  the  easier  points  of  his 
charge,  which  ought  to  have  all  under  his 

*  Mulcaster  believed  and  pleaded  for  education  for 

all,  the  poor  man's  child  as  well  as  the  rich  man's. 

Yet,  here,  so  anxious  is  he  that  education  itself  shall 

be  improved  that  he  is  even  willing  to  see  fewer  schools, 

f  they  might  only  be  better.     See  Mulcaster,   p.  230. 


(250) 

own  teaching,  for  the  chief  points,  and  the 
same  under  the  Ushers,  for  the  more  usual 
and  easie. 


CHAP.  II. 

HOW     THE     MASTER     SHOULD     MAINTAIN     HIS 
AUTHORITY   AMONGST    HIS    SCHOLARS 

Authority  is   the   true   mother  of  all   due 
order,  which  the  Master  must  be  careful  in  Directed 
every  thing  to  maintain,  otherwise  he  may   freedom, 
command  w^hat  he  pleaseth,  but  withall,  he  ^^®  ^]^  o^ 
must  give   the   Scholars  liberty  to   do  what  ^^^^^Pl'^^ 
they  list.     Which  what  an   horrible   confu- 
sion in  their  places,  what  insufferable  neg- 
lect of  their  tasks,  w^hat  unrulinesse  in  point 
of  behaviour,  what  perpetual  torment  to  the 
painful   Master,  and  his  Ushers,  and  what 
unavoydable    disgrace    it    bringeth    upon    a 
Schoole,  let  them  that  are  Actors  or  Specta- 
tors thereof  give  testimony.         i  That  there- 
fore   the    Master    may    have    all    his    lawful 
commands  put  in  execution  with  due  alacrity, 
and   his   decent  orders    diligently   observed, 
I  conceive  it  requisite,  that, 

I  He  be  sure  in  all  things  to  behave  as  a 
Master  over  himself,  not  only  by  refraining  „  j,  . 

those   enormities  and   grosser   faults,  which  ^f  ^.^^g 
may  render  him  scandalous  to  every  one,  but  teacher 
checking  his  own  passions,  especially  that  of 
Anger;  and  if  at  anytime  he  seem  to  have 

(251) 


(252) 

cause  to  be  provoked  to  it,  and  feel  it  to  come 
too  violently  upon  him,  let  him  rather  walk 
aside  aw^hile  out  of  the  Schoole  to  divert  it, 
then  express  it  openly  amongst  his  Scholars 
by  unseemly  veords  or  gestures.  He  should 
indeed  endeavour  to  behave  himself  un- 
to Avin  the      blameably  in  all  Christian-like  conversation 

pupils  before  all  men,  but  so  amongst  his  Scholars, 

imitation  ,  ,  ,  ,        »       .  .     . 

and  esteem  ^"^^  ^"^7  ^^Y  have  much  wherein  to  imitate 
him,  but  nothing  whereby  to  disgrace  him. 
And  towards  his  neighbours,  his  affabiUty 
should  be  such,  as  to  win  their  love  and  respect 
so  that  they  may  be  ready  at  all  times  to 
countenance  the  Masters  well-doing,  and  to 
vindicate  the  credit  of  him  and  his  School, 
when  they  hear  it  unjustly  traduced. 

2  When  he  commands,  or  forbids  any 
Discipline  thing  to  be  done,  he  should  acquaint  his 
to  be  Scholars    with    the    end    intended,    and    the 

rational,  not  benefits  or  inconveniences  which  attend  such, 
1  raiy  ^^  such  a  course.  For  children  have  so 
much  use  of  reason  as  to  delight  to  heare 
perswasive  arguments  of  reason,  though  the 
declivity  of  corrupt  nature  makes,  that  they 
do  not  much  mind  them,  where  there  is  no 
feare  of  a  rod  for  doing  amisse.  Yet  some- 
times it  may  be  best  to  say  onely,  Do  this,  or 
do  it  not,  where  you  think  it  of  no  concern- 
ment to  them  to  know  the  reason,  and  would 
make  trial  of  their  readinesse  to  obey,  with- 
out asking  why  or  wherefore. 


(253) 
3  One   main  way  to  bring  Scholars  to  a 
loving  and  awfull  respect  of  their  Master,  is  Watchful- 
for  him  to  shew  himself  at  all  times  pleasmg  ^^^^^^^^ 
and   cheerful   towards   them,   and   unwiUing 
to  punish  them  for  every  error;  but  withall 
to  carry  so  close  an  eye  upon  all  their  be- 
haviour,   that   he    can    tell    them    privately, 
betwixt  himself  and    them   alone,   of   many 
faults  they  commit  when  they  think  he  knows 
nothing,  and  let  them  see  how  he  dare  correct 
them  for  the  like  oflFences  when  they  presume 
to  commit  them  again,  and  especially  if  they 
behave    themselves    stubbornly    before    their 
fellowes.     Yet  to  win  a  boy  of  a  more  stub- 
borne  spirit,  it  is  better  sometimes  to  forbeare 
blowes,  when  you  have  him   submit  to  the 
rod,  then  to  punish  him  so  for  a  fault,  as  to 
make  him  hate  you,  and  out  of  despite  to 
you  to  do  the  like,  or  a  worse  mischiete.    And 
when    any    general    misdemeanor    is    com- 
mitted,   the    Master    should    shew    himselfe 
impartial  towards  all,  so  as  either  to  pardon 
or  punish  all.     But  in  afflicting  punishments, 
as  he  should  let  none  escape,  so  he  should  let 
the  most  untoward  feele  the  most  smart;  but 
beware    he    deal   not   rigorously,   much   less 
cruelly  with  any;  for  that  will  cause  an  utter 
dislike  in  all  the  Scholars  towards  the  Mas- 
ter, fearing  he  will  deale  so  with  them,  in 
case  they  so  offend,  and  thinking  it  to  be  no 


(254) 

argument  of  love,  where  severity  of  correction 
is    used. 

4  But  nothing  works  more  upon  good 
Praise  of  natured  children,  then  frequent  encourage- 
those  who      ments  and   commendations   for  well   doine; 

J  roll  . 

well  ^^^  therefore,  when  any  taske  is  performed,  or 

order  observed  according  to  his  mind,  the 
Master  should  commend  all  his  Scholars, 
and  especially  the  most  observant,  and  en- 
courage the  weak,  and  timerous,  and  ad- 
monish the  perversest  amongst  them  to  go 
on  in  imitating  their  example,  in  hopes  of 
finding  as  much  favour  at  his  hands,  as  they 
see  them  have. 

5  In  some  places  a  Master  is  apt  to  be 
Interfering  molested  with  the  reproachfull  clamours  of 
parents          the  meaner  sort  of  people,  that  cannot  (for 

the  most  part)  endure  to  have  their  children 
corrected,  be  the  fault  ever  so  heinous,  but 
presently  they  must  come  to  the  Schoole  to 
brave  it  out  with  him;  which  if  they  do,  the 
Master  should  there  in  a  calme  manner  ad- 
monish them  before  all  his  Scholars,  to  cease 
their  clamour,  and  to  consider  how"  rash  they 
are  to  interrupt  his  businesse,  and  to  blame 
him  for  doing  that  duty  to  which  he  is  en- 
trusted by  themselves,  and  others,  their 
A  wise  betters:     But  if  they  go  about  to  raise  scan- 

suggestion  dalous  reports  upon  him,  he  may  do  well  to 
get  two  or  three  judicious  neighbours  to 
examine  the  matter,  and  to  rebuke  the  par- 


(255) 
ties  for  making  so  much  adoe  upon  little  or 
no  occasion.  Thus  we  shall  see  Scholars 
abundantly  more  to  respect  the  Master, 
when  they  know  how  grossely  he  is  apt  to 
be  wronged  by  inconsiderate  persons,  and 
that  wise  men  are  ready  to  vindicate  his 
cause. 

Whereas  if  they  once  see  their  Master 
liable  to  every  bodies  censure,  and  no  man 
take  his  part  whatever  is  said  of  him,  they 
themselves  will  not  care  what  tales  they 
make  to  his  utter  disgrace,  or  ruine;  espec- 
ially, if  he  have  been  any  whit  harsh  towards 
them,  and  they  be  desirous  to  out  slip  the 
reines  of  his  Teachino;  and  Government. 


CHAP.  III. 

OF  SCHOOLE-TIMES.  OF  SCHOLARS  GOING 
FORTH  OF  THE  SCHOOLE,  AND  OF  PLAY 
DAYES. 


Though  in   many   Schooles   I   observe   six 
School-  a  clock  in  the  morning  to  be  the  hour  for 

hours  children  to  be  fast  at  their  Book,  yet  in  most, 

seven  is  the  constant  time,  both  in  Winter 
and  Summer,  against  vv^hich  houre,  it  is  fit 
every  Scholar  should  be  ready  at  the  Schoole. 
And  all  they  that  come  before  seven,  should 
be  permitted  to  play  about  the  Schoole,  till 
the  clock  strike,  on  condition  they  can  say 
their  parts  at  the  Masters  coming  in;  else, 
they  are  not  to  play  at  all,  but  to  settle  to 
their  books,  as  soon  as  they  come. 

But  here  the  Master  is  to  take  heed,  that 
Tardiness  he  be  neither  to  rigorous  with  those  of  weaker 
age  or  constitution  for  coming  somewat  tardy; 
nor  indulgent  towards  those,  who  through 
manifest  sloth,  and  frequent  loytering,  neg- 
lect the  houre.  For  in  the  one  it  will  breed 
a  daily  timerousnesse,  and  in  the  other  it  will 
make  way  to  licentiousnesse;  and  on  the  one 
side  Parents  will  clamour,  on  the  other  side 

(256) 


(257) 
the  Schoole  will  receive  disgrace.  However 
the  best  is  to  be  as  strict  as  possibly  may  be, 
in  seeing  that  every  Scholar  come  at  the  just 
houre,  and  note  it  as  a  punishable  tault  in 
him  that  cometh  late;  except  he  bring  a  note 
of  excuse  from  his  Parents,  or  Hosts  hand, 
and  a  promise  withall,  that  he  shall  not  offend 
often  in  that  kind. 

It  is  not  amisse  for  every  Scholar  in  every 
Form  to  put  down  his  name  in  a  book  (^kept 
conmion  for  that  purpose)  so  soon  as  he 
comes  to  Schoole  every  day,  that  it  may  be 
upon  record,  whether  he  used  to  come  with 
the  foremost  or  the  hindmost,  and  how  often 
he  was  absent  from  the  Schoole;  likewise 
every  Scholars  name  should  be  called  over  Marking 
according  to  the  Bill  every  Schoole  hour,  attendance 
and  they  that  are  present  should  answer  for 
themselves,  by  saying  Adsum,  and  his  next 
fellow  should  give  notice  of  him  that  is  ab- 
sent, by  saying,  Abest. 

The  common  time  of  dismissing  Scholars 
from  Schoole  in  the  fore-noons,  is  eleven  Dismissal 
a  clock  every  day,  and  in  the  afternoons,  on 
Mondaies,  Wcdnesdaies,  and  Fridaies,  five 
a  clock,  but  on  Tuesday  afternoons,  foure; 
and  on  Thursdayes,  three.  Touching  which, 
a  care  would  be  taken  that  the  taskes  of 
every  Form  may  be  fully  dispatched  rather 
a  little  before  these  houres  then  after;  that 
then   the   Scholars  which  intend  writing  or 


Intervals 

for 

recreation 


(258) 
cyphering,  or  the  like,  may  go  to  the  Writing- 
Schoole  as  they  yet  use  to  doe  about  London. 
Neither  would  I  have  the  Scholars  to  be  pre- 
cisely observant  of  the  clock,  as  just  upon  the 
first  stroke  of  it  to  rush  out  of  Schoole;  but 
notice  being  given  to  the  Master  that  it  is 
stricken,  and  he  having  given  the  word  for 
dismissing  the  Schoole,  all  the  Scholars  should 
come  one  by  one  orderly  out  of  their  seats 
according  to  their  Forms  (the  lowest  beginning 
first,  because  they  are  commonly  next  the 
doore)  and  salute  him  with  their  hat  in  their 
hands,  and  so  quietly  depart  out  of  the 
Schoole  without  thrusting,  or  striving  one 
to  get  out  before  another.  It  were  good  if 
there  were  hour-glasses  in  the  Schoole,  to 
give  notice  how  the  time  goes  on. 

And  for  their  ready  going  home,  or  to  the 
Writing  Schoole,  there  should  be  private 
Monitors*  appointed  to  inform  the  Master 
so  soon  as  they  return  to  the  Schoole  again, 
who  they  are  that  neglected  their  duty  therein. 

That  space  of  intermission  about  nine 
and  three  a  clock,  which  is  used  at  Westmin- 
ster Schoole,  and  some  others,  and  is  so  much 
commended  by  Mf.  Brinsley)  Chap.  ^;^  of 
his  Grammar  Schoole)  cannot  so  well  be 
observed,  nor  is  it  so  requisite  in  those 
Schooles,    in   which    Scholars   meet   not   till 


*Cf.  Dury's  monitors  in  the  "Reformed  School.' 


(259) 
seven  in  the  morning;  for  the  variety  of  their 
several  tasks,  will  take  away  that  tedious- 
nesse  that  seems  to  accurre  by  the  length  of 
time,*  and  those  Subsidiary  Books  provided 
for  the  lower  Formes,  will  prevent  the  over 
toyling  of  themselves  by  their  present  work. 
And  that  those  disorders  which  usually  be- 
fall in  Scholars  running  forth  in  Schoole 
time,  may  be  some-what  remedied,  this  or 
the  like  course  may  be  taken. 

1  Let  it  not  be  lawful  for  above  one  boy 
in  twenty  to  go  forth  at  once;  and  at  his  going 
forth,  let  every  one  come  to  the  Master,  or 
that  Usher  to  whose  charge  he  belongs,  and 
in  his  hearing  repeat  four  or  six  vocabula's 
or  phrases,  which  he  hath  not  said  before, 
and  then  lay  down  his  book,  with  his  name 
writ  in  it  in  a  place  appointed  within  the 
Masters  view,  that  so  it  may  be  knowne  at 
once,  both  how^  many,  and  who  are  out  of 
doores,  and  how  long  they  tarry  abroad. 
At  their  coming  in,  they  should  again  repeat 
the  like  number  of  Vocabula's  and  Phrases, 
as  they  did  at  their  going  forth, 

2  The  Master  should  do  well  now  and 
then  to  send  a  privie  spie,t  who  may  truly 
observe  and  certifie  him,  how  every  scholar 
spendeth  his  time  abroad,  and  if  any  be  found 

*  Hoole  was  evidently  aware  of  the  value  of  the 
alternation  of  studies. 

t  C.  f.  again  Dury  and  the  Jesuits. 


The  grant- 
ing of 
special 
holidays 


Visits  from 
friends 


(260) 

to  go  forth  upon  no  occasion,  or  to  truant  it 
without  doors,  let  him  be  censured  or  re- 
proved, according  to  his  demerits. 

3  The  granting  of  a  Play-day  is  to  be  re- 
ferred wholly  to  the  discretion  of  the  Master, 
who  must  in  this  be  as  feartull  to  work  his 
Scholars  hinderance,  and  the  Schooles  dis- 
credit, as  willing  by  such  a  courtesie  to  grat- 
ify his  deserving  friends;  who  if  they  be  any 
whit  reasonable,  will  be  easily  satisfied  with 
a  just  excuse  oi  denial;  but  if  they  be  unrea- 
sonably importunate,  they  ought  to  be  served 
with  as  unreasonable  a  nay  say;  so  that  Play- 
dayes  should  be  rarely  granted,  except  to 
such  as  may  seem  to  claime  more  then  or- 
dinary intrest  in  the  Schoole,  and  to  whom 
the  Master  is  bound  to  shew  his  due  respects, 
especially  before  his  Scholars. 

In  places  of  great  resort,  and  where  often 
sol li citation  is  used  to  be  made  for  play 
(especially  by  mothers  that  come  to  visit 
their  children  which  are  tabled  at  Schoole) 
it  were  good  that  a  piece  of  an  afternoon 
were  designed  constantly  afore-hand,  on 
which  (in  case  any  suit  should  be  made)  the 
Scholars  might  have  leave  to  play;  but  if  not, 
that  they  be  held  to  their  books.  Yet  if 
there  have  not  a  Play-day  been  granted,  nor 
a  Holy  day  intervened  for  some  weeks  to- 
gether, the  Master  may  himself  propound 
to  his  Scholars,  that  in  case  they  performe  all 


(26l) 

their  Tasks  very  well  and  orderly;  so  as  to 
dispatch  them  by  such  an  hour  on  such  a 
day,  they  shall  play  the  remainder  thereof 
and  then  (as  at  other  times  also  when  a  Play- 
day  is  intended)  one  of  the  upper  Form  (at 
least)  should  make  a  Petitory  Oration  to  the 
Master,  or  them  that  come  to  crave  play; 
and  another,  a  Gratulatory  speech  after  leave 
is  obtained. 

When  both  Thursdayes  and  Saturdayes  in 
the  afternoons  are  halfe  Holy-dayes,  I  think 
Tuesdayes  the  fittest,  on  which  to  grant  play; 
in  other  places,  Thursdayes  may  seem  the 
best.  But  this  I  leave  to  the  discreetion  of 
the  Master,  who  knoweth  what  is  most  con- 
venient for  his  own  Schoole. 

Now  in  granting  a  Play-day,  these  direc- 
tions may  be  useful. 

1  That  there  be  never  more  then  one  Play- 
day  granted  in  one  week,  and  that  onely  when 
there  is  no  Holy-day  in  that  week,  and  when 
the  weather  also  is  clear  and  open,  and  the 
ground  somewhat  dry. 

2  That  no  Play  be  granted  till  one  a  clock 
(at  the  soonest)  when  all  the  Scholars  are 
met,  and  Orations  have  been  said. 

3  That  all  the  Scholars  be  dismissed  or- 
derly into  some  close  (or  other  place  appointed  Supervision 
for  such  a  purpose)  near  the  Schoole  where  of  the 
they  may  play  together,  and  use  such  honest  playinsj- 
and  harmlesse  recreations,  as  may  moderately 


(262) 

exercise  their  bodies,  and  not  at  all  endanger 
the   health. 

And  because  some  boyes  are  apt  to  sneak 
home,  or  straggle  from  the  rest  of  their  fel- 
lowes  out  of  their  bounds,  prescribed  them 
to  play  in;  you  may  do  well  to  give  order  to 
him  that  hath  the  Bill  of  all  their  names,  to 
call  it  over  at  any  time  amid  their  sport,  and 
to  take  notice  of  all  such  as  have  absented 
themselves,  and  to  give  you  an  account  of 
them  v^hen  they  return  into  the  Schoole; 
v^hich  should  be  upon  Play-daies  before  five 
of  the  clock,  that  they  may  blesse  God  for 
his  provident  hand  over  them  that  day,  and 
so  go  home.  And  that  the  Master  may 
sometimes  see  into  the  various  disposition  of 
children,  which  doth  freely  discover  it  self 
by  their  company,  and  behaviour  at  play; 
he  may  now  and  then  take  occasion  to  walk 
at  a  distance  from  them,  (or  if  he  come 
nearer)  to  stand  out  of  their  sight,  so  as  he 
may  behold  them  in  the  throng  of  their 
recreations,  and  observe  their  gesture  and 
words,  which  if  in  any  thing  they  be  not  as 
becometh  them,  he  may  afterwards  admon- 
ish them  in  private  to  behave,  or  speak 
otherwise.*     But  an  especial   care   must  be 

♦The  master's  practice  of  playing  with  the  boys, 
which  has  been  for  many  years  common  in  English 
schools  of  the  character  Hoole  is  describing,  is  prefer- 
able to  the  method  here  suggested. 


(263) 

taken,  and  a  charge  accordingly  often  given, 
that  your  Scholars  do  at  no  time  play  with 
any  but  their  own  Schoole-fellowes,  or  other 
ingenuous  children  about  home;  which  their 
Parents  or  Friends  know  and  whom  they  are 
willing  should  be  admitted  into  their  com- 
pany; for  besides  the  evil  which  may  be  con- 
tracted by  learning  corrupt  discourse,  and 
imitating  them  in  many  shrewd  turns;  boyes 
that  are  under  little  or  no  command,  will  be 
very  subject  to  brabble  and  fight  with  Schol- 
ars, and  the  rather  because  they  know  the 
Master  will  not  allow^  his  Scholars  at  all  to 
quarel,  and  if  they  can  do  them  maime,  they 
will  attempt  it,  that  the  Master  may  have 
occasion  to  call  them  to  account  for  it.  So 
perverse  is  our  corrupt  nature  (especially) 
where  education  hath  not  sway. 


CHAP.  IV 

OF    ADMISSION    OF    SCHOLARS;    OF     ELECTION 

OF   forms;   and    of    scholars    orderly 

SITTING,  AND  DEMEANOUR  IN  THEIR  SEATS, 
WHEN  THEY  ARE  AT  SCHOOLE. 

I  No  children  should  (as  I  have  formerly 
The  admis-  said)  be  admitted  into  a  Grammar  Schoole, 
sion  of  new  j^m  gu^.}^  ^g  ^^^  readily  read  English,  and 
sc  oars  write  a  legible  hand  or  at  least  be  willing  to 
learn  to  write,  and  to  proceed  in  learning 
Latine.  And  it  is  therefore  best  to  try,  in 
the  presence  of  their  parents  or  friends  that 
bring  them,  what  they  can  do,  by  causing 
them  to  read  and  write  (if  they  can)  before 
them,  that  themselves  may  be  judges  of 
their  present  strength  or  weaknesse,  and  ex- 
pect proficiencie  from  them  according  as 
they  see  their  capacity,  not  hastening  them 
on  to  fast,  and  rating  at  them  daily,  because 
(perhaps)  in  their  judgements  they  do  not 
learn  so  well  as  their  neighbours  children. 

The  best  is  to  admit  of  young  beginners 
onely  once  every  year,  and  then  to  take  in 
all  that  can  be  gotten  from  the  Petty-schooles; 
for  company  will  encourage  children  to  ad- 

(264) 


(265) 

venture  upon  an  uncouth  course  of  learning, 
seeing  the  more  the  merrier;*  and  any  dis- 
creet Parent  will  be  easily  persuaded  to 
forbear  his  son  a  while  when  he  considereth 
it  will  be  more  for  his  profiting  to  have  com- 
pany along  with  him,  as  he  learneth,  and  he 
may  be  daily  bettered  in  reading  English, 
and  forwarded  by  learning  to  write,  before 
he  came  from  the  Pette-Schoole. 

The  fittest  season  of  the  year  for  such  a 
general  admission  of  little  ones  in  the  Gram-  Annual 
mar  Schoole,  doth  seem  to  be  about  Easter;  Pr«"^otions 
partly  because  the  higher  boyes  are  usually 
then  disposed  of  to  Trades,  or  the  Univer- 
sities, and  partly,  because  most  children  are 
then  removed  from  one  Schoole  to  another, 
as  having  the  Summer  coming  on  for  their 
encouragement. 

When  you  thus  have  admitted  a  company  ^,     .^ 
of  boyes  together,  you  may  let  those  that  can   jjon  ^y 
read  best,  obtain  the  higher  places,  till  they   reading 
come  to  get  the  Rudiments  of  La  tine  without 
book,  and  then  you  may  rank  them  into  a   later  by 
Form,   Because,  ^^^'" 

2  It  is  a  main  help  to  the  Master,  and  a 
furtherance    to    all    the    Scholars,    that    the   Principles 
whole  Schoole  be  reduced  into  Formes,  and  of  grading 
those  also  as  few  as  may  be,  respecting  the 

*  An  original  use  of  a  popular  saying,  showing  the 
heartiness  of  feeling  -with  which  Hoole  broached  his 
subject. 


(266) 

different  years,  and  capacity  of  each  Scholar. 
And  if  there  were  six  hundred  Scholars  or 
more  in  a  Schoole,  they  might  all  fitly  be 
ranked  into  six  Forms,*  by  putting  those  of 
equal  age  and  abilities  together,  and  the 
toyle  in  hearing  Parts,  or  Lessons,  and  per- 
using Exercises,  (as  I  will  show  anon)  would 
not  be  much  more  with  an  hundred  orderly 
placed,  and  well  behaved  in  a  room  to  them- 
selves apart,  then  with  three  or  foure  single 
boyes  in  several  employments.  Not  onely 
because  the  Master  or  Ushers  do  thus  at  once 
impart  themselves  to  all  alike,  and  may  be- 
stow more  time  amongst  them  in  examining 
any  Task;  but  also  because  by  this  means 
Emulation  emulation  (as  a  main  quickener  of  diligence) 
will  be  wrought  amongst  them,  insomuch  as 
the  weakest  Scholar  amongst  them  will  be 
loth  to  lagge  alway  behinde  the  rest;  and 
there   is  none   so   stupidly   blockish,   but  by 

*  Comenius  also  speaks  of  classes  of  one  hundred 
scholars,  but  with  some  reservation.  He  falls  back 
upon  a  system  of  monitors  or  "decurions"  (each  boy 
having  charge  of  ten)  in  order  that  all  may  have  some 
attention.  This  granted  by  way  of  organization, 
Comenius  claims  that  his  method  stands  to  existing 
school  methods  as  the  art  of  printing  to  the  old  method 
of  producing  individual  copies  by  hand.  Hoole's 
plan  is  different,  and  copied  rather  from  the  Jesuits 
and  their  system  of  class  contests.  There  is  little 
doubt  that  Hoole  overestimates  the  power  of  emula- 
tion as  an  incentive  to  the  "weakest  scholars"  in  a 
class  of  one  hundred. 


(267) 

help  of  company  will  learn  that  which    he 

would  not  obtain   being  alone,  and   I   have 

seen   the   very  hindmost  oftentimes   to  help 

all  his  fellowes  at  a  dead  lift.     The  Teachers 

constant  care  should  be  in  every  Form,  as  to 

direct  and  examine  every  particular  boy,  so  Individual 

to  help  forward  the  weakest,  that  in  every-  attention 

thing  he  doth,  he  may  understand  himself, 

and  it  is  not  to  be  said,  with  what  alacrity 

they  will  all  strive  to  out-doe  one  another, 

so  that  sometimes  he  that  cometh   behinde 

all  the  rest,  will  be  as  fit  to  make  a  leader  of 

the  Form,  as  those  that  are  the  foremost  in 

it. 

To  provoke  them  all  therefore  to  emula- 
tion, and  that  none  mav  complain,  or  think 
himself  injured  by  being  left  behinde;  use 
constantly  once  at  the  end  of  a  moneth,  and 
when  all  your  Scholars  are  together  to  make 
a  free  new  choyce  in  every  Forme,  after  this 
manner. 

1  Let  every  Scholar  in  the  Forme  give  his 

own  voyce,  concernino;  which  bov  he  thinketh  .,  , 
to  be  the  best  prohcient,  and  ablest  tor  the 
present  to  lead  the  company;  and  having  set 
him  aside,  let  them  all  passe  their  voyces 
again  concerning  whom  they  judge  fitest  to 
stand  the  next  to  him. 

2  Then  set  these  two  opposite  one  to  an- 
other, so  as  the  better  Scholar  may  take  the  class- 
leading  of  the  upper  side,  on  your  right  hand,  contests 


(268) 

and  the  other,  the  leading  of  the  lower  side, 
on  your  left  hand.* 

3  And  that  there  may  not  be  much  in- 
equality in  the  sides,  let  the  lower  leader  have 
the  first  call,  and  liberty  to  take  what  boy 
he  thinketh  the  strongest,  out  of  all  the  rest, 
and  then  let  the  higher  leader  have  the  next 
call,  and  liberty  to  take  whom  he  liketh;  and 
so  let  them  proceed  to  call  by  course,  till  they 
have  (like  ball  players)  ranked  all  their 
fellowes  to  their  sides,  and  so  strongly  and 
evenly  set  themselves  in  a  posture  one  side 
against  another,  that  it  may  be  hard  for  any 
one  to  judge,  whether  is  the  stronger. 

By  thus  choosing  amongst  themselves  they 
will  be  all  so  well  pleased,  that  the  Master 

*  Compare  the  practice  of  the  Jesuits,  see  Quick's 
Educational  Reformers,  Appendix,  p.  529.  The  editor 
saw  this  method  at  work  in  a  class-room  at  the  George 
Junior  Republic.  By  its  means  a  very  real  interest 
was  being  aroused  in  a  formal  geography  lesson  upon 
names  of  states,  towns,  and  rivers.  The  striving  for 
the  success  of  one's  side  was  very  manifest,  even 
amongst  these  neglected  and  backward  children. 
Professor  Laurie  summarizes  the  ideas  of  Comenius 
upon  this  point;  "The  word  school,  schola  or  Indus, 
indicates  an  institution  where  many  are  assembled 
together  to  strive  for  some  end,  but  to  strive  under 
the  conditions  of  play,  and  these  conditions  are 
movement,  spontaneit\^  society,  rivalry,  order,  [could 
any  one  but  an  educational  genius  have  ranged 
"spontaneity"  and  "order"  side  by  side?]  and  pleas- 
urable exercise.  The  school  will  thus  truly  become 
a  ludus  literarius. 


(269) 

shall  never  be  blamed  for  endeavouring  to 
preferre  one  boy  before  another  or  keeping 
of  any  back,  that  would  seem  to  go  faster 
then  his  fellowes  at  his  Book.  And  indeed 
I  have  sometimes  admired  to  observe  the 
impartiality  and  judgement  of  children  in 
placing  one  another  according  to  their  abili- 
ties and  parts,  w^aying  [waiving]  all  other 
by-respects  by  which  men  would  be  inclined 
to  set  one  higher,  and  another  lower.  Yet 
if  sometimes  they  seem  to  mistake  in  their 
judgement  concerning  a  boy,  that  is  but 
newly  come  amongst  them;  or  to  be  too  par- 
tial against  any  other  upon  some  general 
splene,  which  is  but  very  rare;  The  discreet  The  master's 
Master  may  after  the  election,  correct  the  control 
error  by  giving  such  a  one  a  place  to  his  own 
liking,  which  he  may  keep  till  the  next 
choyce,  except  some  of  his  inferiours  have  a 
list  to  dispute  with  him  for  his  place,  and  then 
he  must  put  it  to  the  hazard,  having  a  lawful 
time  given  him  to  provide  before-hand  for 
the  contest. 

3  Let  all  the  Scholars  take  their  places  in 
the  Schoole,  according  to  their  several  Formes  Arrange- 
and  let  every  one   sit  in   his   Form   in   that   "^^"^  ^^ 
order  in  which  he  was  elected.     It  were  good  ^^^^^^ 
that  the  seates  were  so  equally  set  on  both 
sides  the  Schoole,  as  that  the  higher  side  of 
each  Form,  might  keep  the  higher  side  of  the 
School,  I   mean,  that  on  the   Masters  right 


(270) 

hand;  and  the  lower  side  of  the  Form,  the 
lower  side  of  the  Schoole,  which  is  that  on 
the  Masters  left  hand.  However,  let  the 
upper  side  take  alwayes  the  upper,  and  the 
lower  the  lower  seats. 

This  placing  of  Scholars  in  an  opposite 
manner,  side  against  side,  is  good  in  many- 
respects,  as 

1  To  know  on  a  suddain  who  is  unruly  in 
or  absent  out  of  his  place. 

2  To  have  them  ready  paired  at  all  times 
for  Examinations,  Disputations,  or  Orations, 
or  the  like. 

3  To  keep  order  in  going  in  and  out  of 
their  seats  to  say,  or  in  going  home  from 
Schoole,  or  the  like. 

4  To  increase  courage  in  the  Scholars, 
who  are  delighted  to  let  their  friends  see, 
what  place  they  keep  amongst  the  rest,  when 
they  come  to  visit  them. 

As  they  sit  in  their  seats,  be  sure  to  keep 
them  continually  imployed,  by  proportion- 
ating every  taske  to  the  time  and  their 
strength,  with  respect  to  the  capacity  of  the 
weakest;  for  by  this  means,  the  strongest 
boyes  will  have  more  leisure  to  help,  and  see 
the  weakest  can  do  their  work,  for  which 
purpose  they  should  be  appointed  sometimes 
to  sit  in  the  middle  amongst  the  rest,  that 
they  may  more  readily  be  consulted  with  and 
heard  of  all.     These  should  sometimes  con- 


(271) 

strue,  and  sometimes  examine  over  their 
Lessons,  having  their  Grammers,  and  Dic- 
tionaries, and  other  subsidiary  books  to  help 
them  out  of  which  they  should  appoint  others 
to  find  what  they  enquire  after;  and  this  will 
be  so  far  from  hindering  their  own  progresse 
that  it  will  encourage  them  to  go  faster  on- 
ward, when  they  see  how  readily  they  can 
lead  the  way,  and  incite  their  fellowes  to 
follow  after  them.* 

When  in  getting  Lessons,  the  whole  Form 
shall  be  at  a  non-plus,  let  one  of  the  leaders 
have  recourse  to  the  Master  or  Ushers,  or  to 
whom  they  shall  appoint  him  to  go  for  reso- 
lution. But  I  have  found  it  a  continual  pro- 
voking of  Scholars,  to  strive  who  should 
learn  the  fastest,  to  let  both  the  sides  of  one 
Form,  as  they  sit  apart,  so  to  look  to  provide 
their  Lessons  apart;  and  when  they  come  to 
say  parts  and  lessons,  or  to  perform  exercises, 
to  bicker  one  with  another,  and  propound 
those  things  to  be  resolved  in  by  their  oppo- 
sites,  which  they  observe  the  Master  to  have 

*  The  appeal  to  the  spirit  of  service  is  a  valuable 
supplement  and  qualification  to  what  Hoole  has  been 
saying  about  emulation.  Here  the  boys  are  tempted 
to  strive  for  the  sake  of  the  twofold  pleasure  of  knowing 
and  helping.  But  one  fears  that  the  method,  resem- 
bling probably  the  decurion  system  of  Comenius, 
would  as  here  described  lead  to  considerable  noise 
and   confusion. 


(272) 

omitted;  and  they  think  they  cannot  tell, 
and  let  it  be  constantly  noted  which  side  hath 
the  better  all  the  week,  that  when  afterwards 
they  come  to  a  general  dispute  at  the  weeks 
end  for  places  or  sides,  it  may  be  considered. 


CHAP.  V 

OF  SAYING  PARTS  AND  LESSONS;  AND  OF 
PERUSING  TRANSLATIONS,  AND  ALL  OTHER 
KIND   OF   EXERCISES. 

I  The  best  time  for  saying  Grammar 
Parts,  or  the  like,  is  the  morning,  partly  be-  ,  ^  sa>ing 
cause  the  memory  is  then  the  freshest;  and 
partly,  because  children  may  take  the  oppor- 
tunity over  night  to  get  them  perfectly  at 
home. 

But  forasmuch  as  Vocabula's  are  more 
easie  to  be  impressed  in  the  mind,  and  re- 
quire less  paines  in  getting,  I  conceive  it  not 
amisse,  that  children  be  continually  exercised 
in  saying  them  for  afternoons  parts  at  one 
a  clock  before  which  hour  they  may  prepare 
themselves  aforehand  (even)  amid  their  play. 

After  parts  said,  the  Master  or  his  Ushers 
should    immediately    give    Lessons    to   every  preparation 
Form  or  appoint  a  boy  out  of  an  upper  Form  of  new 
to  give  Lessons  to  that  which  is  next  below  work* 

*  This  is  a  valuable  practice  "more  honoured  in 
the  breach  than  the  observance".  It  was  recom- 
mended and  used  by  Ascham  (tutor  to  Queen  Eliza- 
beth) as  part  of  his  "Ready  way  to  the  Latin  tongue". 

(  273  ) 


(274) 
him,  in  his  hearing;  which  he  should  dis- 
tinctly construe  once  or  twice  over,  and  note 
out  all  the  words,  wherein  the  most  difficulty 
of  parsing  seems  to  lye,  and  name  the  Tropes 
and  Figures  and  Phrases,  and  other  elegan- 
cies that  are  to  be  found  (especially)  in  higher 
Authours. 

The  lessons  should  be  got  ready  to  be  said 

against  ten  a  clock  in  the  forenoon,  and  four 

in  the  afternoon;  at  which  time  the  Scholars 

should  come  all  orderly  and  quietly  out  of 

Various  their   Form,  and   taking  their   places  where 

bints  upon     they  ought  to  stand,  (so  as  one  side  may  be 

ctess-man-     opposite   to  another)   they  should  all   make 

agemen  ^j^^j^.  salutes,  and  then  say  one  after  another, 

except  they  be  appointed  otherwn'se. 

For  sometimes  when  you  have  occasion  to 
make  more  hastie  dispatch  VNith  a  Form,  you 
may  cause  any  one  or  more  to  say  the  whole 
Lesson,  or  by  pieces;  but  be  sure  that  they 
all  come  very  well  provided,  and  that  every 
one  be  intent  upon  what  another  is  saying, 
for  which  purpose  you  may  note  him  that 
hath  been  most  negligent  in  his  seat,  and  ask 
him  ever  and  anon,  what  it  was  that  his 
fellow  said  last. 

To  save  your  own  lungs  in  asking  many 
questions,  and  telling  Rules,  or  the  like,  you 
may  let  every  two  boyes  examine  one  another, 
and  yourself  onely  help  them,  when  they  are 
both  at  a  mistake. 


(275) 

You  may  easily  amend  that  common  and 
troublesome  fault  of  indistinct  and  mutter- 
ing speaking,  by  calling  out  a  bold  spirited 
little  boy,  that  can  speak  with  a  grace,  and 
encourage  him  to  give  the  other  an  higher 
note  for  the  elevation  of  his  voyce;  for  this 
will  at  last  enforce  the  boy  you  are  troubled 
with,  to  speak  louder,  and  with  a  better 
grace;  and  to  strive  to  pronounce  his  words 
more  distinctly,  then  the  other  did  before 
him.* 

After  lessons  are  ended,  you  may  let  every 
one  propound  what  questions  he  pleaseth, 
for  his  opposite  to  answer,  and  this  will  be  a 
means  to  whet  them  on  to  more  diligence  in 
getting  them,  before  they  come  to  say. 

In  the  three  lowest  Forms,  or  in  others, 
where  all  have  the  same  Translations,  or 
Dictates,  you  may  cause  onely  him  whose 
performance  you  most  doubt  of,  to  read  what 
he  hath  written  both  in  English  and  Latine 
and  help  him,  as  you  find  his  errour,  to 
correct  it,  and  see  that  all  the  rest  amend 
their  own  faults  accordingly.  Afterwards 
you  may  let  one  parse  it  both  in  English  and 
Latine,  and  order  them  all  to  write  it  over 

*  One  of  the  good  points  in  the  "stjiist"  phase  of 
the  Renascence  movement  as  propounded  and  prac- 
tised by  Sturm  and  the  Jesuits  ( and  of.  Rabelais's 
Gargantua),  was  the  attention  paid  to  graceful  and 
effective    speech. 


A  time- 
saving 
expedient 


(276) 

again  fair  in  a  Paper-book  for  themselves, 
and  to  give  you  also  a  copy  of  it  neatly  written 
in  a  loose  paper,  every  Saturday.  And  thus 
you  shall  have  every  one  begin  to  leane  to 
his  own  strength,  a  thing  very  necessary  in 
all  kinde  of  Exercises,  though  they  doe  the 
lesse. 

If  you  once  take  notice  of  any  boyes  strength 
you  may  easily  judge  of  what  he  bringeth, 
whether  it  be  his  own,  or  anothers  doings. 

But  in  the  upper  Formes,  and  where  they 
have  all  several  Exercises,  it  is  necessary  that 
you  peruse  what  every  Scholar  hath  done. 
And  for  this  work,  you  may  set  apart  Satur- 
day fore-noons,  after  Grammatical  Exam- 
inations are  ended,  and  before  they  say  their 
Catechismes.  And  that  they  may  write 
them  fair,  you  should  sometimes  compare 
them  with  their  Copy-Books,  or  such  pieces 
as  they  writ  last,  at  the  Writing-Schoole. 
Before  they  bring  them  to  you  to  read,  let 
them  peruse  one  anothers  Exercises  amongst 
themselves,  and  try  what  faults  they  can  finde 
in  it;  and  as  you  read  them  over,  where  you 
see  a  grosse  mistake,  explode  it;  where  you 
espie  any  over-sight,  note  it  with  a  dash  that 
they  may  amend  it;  but  where  you  see  any 
fault,  which  is  beyond  their  power  to  avoyd, 
or  remedy,  do  you  mildely  correct  it  for  them, 
and  advise  them  to  observe  it  for  the  future. 
However,  forget  not  to  commend  him  most 


(277) 
that  hath  done  the  best,  and  for  his  encour- 
agement to  make  him  read  his  exercise  aloud, 
that  others  may  heare  it,  and  then  to  hang  it 
up  in  an  eminent  place,  that  they  may  imi- 
tate it;  and  if  any  one  can  afterwards  outdo 
it,  let  his  exercise  he  hung  up  in  its  stead.* 

But  if  any  one  hath  lazily  performed  his 
exercise,  so  that  it  be  worse  then  all  the  rest, 
let  it  be  cut  in  fashion  of  a  leg,  and  be  hanged 
up  by  the  heel,  till  he  make  a  better,  and 
deserve  that  that  mav  be  taken  down.  It 
is  not  amisse  also,  to  stirre  them  up  to  more 
dihgence,  to  have  a  common  paper  book, 
wherein  the  names  of  all  in  every  Form  that 
have  optime  and  pessime  performed  their 
weekly  exercises  may  be  written,  and  that 
the  one  may  have  the  priviledge  to  beg  a 
Play-day  once  a  moneth,  or  to  obtain  pardon 
for  some  of  his  fellowes;  and  the  other  may 
be  confined  to  some  task,  when  a  Play-day 
is  granted. 

*  A  better  practice  is  that  of  the  American  teachers 
■who  exhibit  all  exercises  showing  excellence;  and 
better  still  the  practice  of  those  who  hang  up  some 
work  by  every  member  of  the  class,  the  only  condition 
being,  that  it  does  the  individual  credit  and  represents 
his  best.  Hoole's  ridicule  of  the  worst  exercise  is  a 
less  effective  plan  than  this.  Indeed,  for  the  worst 
boy  to  forfeit  his  half-holiday  would  sometimes  be 
cruel. 


CHAP.  VI 

or  WEEKLY  REPETITIONS;  OF  GRAMMATICALL 
EXAMINATIONS  AND  DISPUTATIONS;  OF 
COLLECTING  PHRASES,  AND  GATHERING 
INTO  COMMONPLACE  BOOKES;  OF  PRO- 
NOUNCING   ORATIONS,  AND  DECLAMATIONS. 

I  have  not  in  either  of  the  foregoing 
Friday  for  Treatises  made  mention  of  any  thing  to  be 
recapitula-  done  on  Fridaies,  because  that  day  is  com- 
^^^^  monly  spent  in  most  Schooles,  in  repeating 

what  hath  been  learned  in  the  foregoing 
part  of  the  week;  which  custome,  because  it 
is  a  mean  to  confirm  childrens  memories  in 
what  they  learn,  I  willingly  conform  there- 
unto. 

After  Chapter's  therefore  read  in  the  morn- 
ing, let  them  repeat  their  wonted  Parts,  and 
afterAvards  their  Lessons,  all  which  they  will 
be  able  to  say  together,  out  of  their  several 
Authours,  so  that  some  be  made  to  repeat 
out  of  one  book,  and  some  out  of  another. 

For  if  due  care  be  but  had  aforehand,  that 
Scholars  be  very  ready  and  perfect  in  their 
daily  taskes,  it  will  take  away  all  toyle  and 

(278) 


(279) 
timerousnesse,  which  usually  attends  these 
Repetitions,  and  make  that  this  day  will 
become  the  veryest  play-day  in  all  the  week; 
when  boyes  shall  see  that  they  have  nothing 
to  do,  but  what  they  can  do  already,  (at 
least)  with  a  little  looking  of  it  over  on  Thurs- 
daies  towards  evening  at  home,  what  they 
have  translated  out  of  any  Authour  in  Prose, 
should  be  read  out  of  English  into  Latine, 
and  what  they  learn  in  Poets,  should  be  said 
(as  well  as  can  be)  by  heart,  both  for  the 
verse  and  the  matter  sake,  which  will  furnish 
them  with  Authorities,  and  sharpen  their 
invention  of  versifying. 

After  Repetitions  ended,  the  Master  should 
note  all  the  Phrases  and  Sentences,  and  other  Acquiring 
things  observable  in  their  Lessons,  which  "^^t^^-./.^J 
they  should  transcribe  into  Phrase-Bookes, 
for  their  constant  use  in  writing  or  speaking, 
or  making  exercises,  as  we  have  mentioned 
already   before. 

-  And  because  the  most  leisure  is  gained  on 
Friday  afternoons,  it  will  not  be  amisse 
about  three  a  clock  to  let  every  Form  to  dis- 
pute side  with  side,  one  after  another,  after 
this  manner. 

I  Let  every  one  propound  to  his  opposite 
two  or  three  questions,  which  he  thinks  most 
difficult  out  of  his  weeks  work,  which  if  the 
other  cannot  answer  readily  before  he  count 
six  or  ten  in  Latine,  let  him  be  Captus,  and 


composition 


(280) 

the  questions  be  propounded  to  his  next 
fellow.  The  lowest  in  the  Form  may  begin 
the  dispute,  and  so  go  on  to  the  highest  in 
either  side,  who  should  keep  reckoning  of 
those  that  are  capt,  and  how  often. 

2  Besides  their  weeks  work  they  may  try, 
who  can  most  perfectly  repeat  memoriter, 
a  part  of  the  Grammar,  or  any  Authour 
which  they  read,  or  who  can  recite  the  most 
Vocabula's  under  one  head,  or  who  can  vary 
a  phrase  the  best,  or  imitate  any  piece  of  an 
Oratour  or  Poet. 

3  Some  time  should  also  be  spent  in 
Capping*  Latine  verses  amongst  the  lower 
Forms,  and  Greek  verses  amongst  the  high- 
est; for  which  they  may  provide  themselves 
out  of  a  Capping  book,  which  seems  to  be 
made  on  purpose  by  Bartholomaeus  Schon- 
born  or  Gnomologicon  Poeticum,  made  lately 
by  Mr.  Rosse,  besides  which,  they  may  con- 
trive a  little  Book  of  their  own,  wherein  to 

*  The  same  word  as  to  cap,  i.  e.,  to  provide  with  a 
cap;  metaphorically,  to  overtop,  outdo,  excel,  (e.  g., 
"that  caps  all");  hence  to  cap  a  story  or  quotation 
with  another,  bringing  in  the  idea  of  emulation  or 
contest  which  the  word  here  has.  To  cap  verses 
was  to  follow  up  one  quoted  verse  with  another  be- 
ginning with  the  initial  or  final  letter  of  the  former, 
rhyming  with  it,  or  corresponding  with  it  in  some  other 
arbitrary  way.  The  scholar's  own  book  of  alphabeti- 
cal selections  would  evidently  serve  their  turn  excel- 
lently in  such  a  contest. 


(28l) 

write  verses  Alphabetically  out  of  the  best 
Poets. 

Let  that  side  which  appeareth  to  be  the 
victor  have  the  upper  seat  in  the  Schoole, 
till  a  new  choice  be  made,  except  the  other 
can  win  it  from  them  before,  and  bring  them 
back  with  a  hissing  disgrace.  [!] 

Amid  these  disputes,  the  Master  must  have 
a  great  care  to  suppresse  noise  and  tumul- 
tuous clamour,  and  see  that  no  boy  stirre  out 
of  his  appointed  place.  For  thev  are  apt  to 
heighten  their  spirits  beyond  moderation,  if 
the  Masters  discretion  doe  not  settle  them. 

Let  it  be  now  lawful  for  any  low^er  boy  in  a 
Form,  to  dispute  with  one  above  him  for  his 
place.  M'^  Stockwoods  Disputations*  will 
be  helpfull  to  the  upper  Scholars. 

Now,  that  all  your  Scholars  mav  be  thorow- 
ly  grounded  in  their  Grammar,  so  as  not  to 
be  apt  to  forget  what  they  have  learnt  in  it; 

*  The  term  disputations  refers  to  the  graduating 
exercises  required  by  the  universities  in  their  early 
days.  The  exercises  consisted  in  maintaining  a 
thesis  against  opponents,  or  challenging  the  thesis 
of  another.  As  has  been  pointed  out,  the  Cambridge 
term  Wramjler  is  derived  from  this  old  practice.  The 
exercise  was  largely  a  formal  one,  and  stood  for  two 
of  the  subjects  of  the  mediaeval  Trivium,  rhetoric 
and  dialectics  or  logic.  As  Hoole  suggests  the  exer- 
cises in  connection  with  gi-ammar,  all  three  of  the  sub- 
jects of  the  Trivium  were  included  in  the  school 
disputations. 


(  282  ) 

let  them  all  be  exercised  in  the  examination 
Recapitula-    of  a  part  of  it  every  Saturday  morning  thus; 

tion  of  J  Let  the  first  and  lowest  Form  examine 

grammar  on     ,  ,  ,  ^   , 

Saturday        ^"^  *^°  "^^^  above  them  out  of  the  examma- 
mornings       tio^i  of  the  Accidents,  asking  them  the  Ques- 
tions as  they  are  in  the  Book,  and  causing 
them  to  answer  without  book,  and  according 
to  the  Accidents. 

2  Then  let  all  those  three  Forms  run  over 
the  Examples  of  the  Declensions  and  Con- 
jugations, as  I  formerly  shewed,  and  try,  who 
can  push  one  another  in  declining  any  hard 
Noun  or  Conjugating  and  Forming  any 
Verb,  and  give  the  Rule  of  the  Gender  of 
the  one,  or  Preterperfect  tense,  or  Supin  of 
the  other;  When  these  have  done 

3  Let  the  fourth  Form  examine  the  two 
highest  Forms  in  Examinatio  Latinae  Gram- 
maticae,  and  sometimes  in  Elementa  Rhetor- 
ices,  and  then 

4  Let  these  three  Forms  run  over  the  Para- 
digmes  of  the  Greek  Declensions  and  Con- 
jugations. 

5  Afterwards  the  two  upper  Forms  may 
bicker  with  one  another  touching  Grammar 
niceties  either  Latine  or  Greek,  which  they 
have  taken  notice  of,  and  collected  into  a 
Common-place-book,  as  I  mentioned  before. 

Latin  to  be  But  a  principal  care  must  be  had  to  bringing 

spoken  in       ^^  ^^^^   Scholars   to   an   habit  of  speaking 

Latine,  and  therefore  a  strict  Law  should  be 


(283) 

made  and  observed,  that  every  Scholar  (es- 
pecially after  he  hath  been  one  quarter  of  a 
year  at  Schoole)  should  either  learn  to  speak 
in  La  tine,  or  be  enforced  to  hold  his  tongue.* 
And  to  help  the  little  ones  in  so  doing,  be- 
sides those  Phrasiuncula  at  the  end  of  the 
Grounds  of  Grammar,  they  should  have 
Formulae  loquendi  quotidianae,  such  expres- 
sions as  are  every  day  used  (especially  about 
the  Schoole)  w^rit  down  in  a  little  book,  that 
they  may  get  them  by  heart  at  by-times. 
As  for  the  other  boyes,  they  will  be  better 
guided  how  to  speak  by  the  Rules  of  Gram- 
mar, and  the  constant  use  and  imitation  of 
approved  Authours. 

I  conceive  the  penury  of  proper  words  and 
good  phrases,  with  many  Teachers,  is  a  main 
reason  why  children  are  not  as  well  trained 
up  to  speak  Latine  in  England,  as  they  are 
in  many  places  beyond  the  Seas,  and  the 
ready  and  frequent  use  of  their  Mother 
tongue  causeth  that  they  are  hardly  reclaimed 
from  it  to  make  use  of  another  Language. 
Whereas,  if  whilest  they  are  at  Schoole,  they 

♦This,  in  spite  of  protests  200  years  before  in  the 
time  of  Richard  II.  favoring  the  use  of  the  mother- 
tongue  in  learning.  Even  in  Germany,  which  lagged 
far  behind  England  in  this  respect,  Ratichius  had 
urged  the  same  plea.  Hoole  quotes  the  example  of 
French  boys  rapidly  acquiring  English  by  attending 
English  schools;  but  the  cases  are  evidently  not  par- 
allel. 


(284) 

might  hear  little  or  no  English  spoken,  nor 
be  suffered  to  speak  it,  they  would  quickly 
conforme  themselves  to  discourse  in  Latine. 
As  I  have  known  French  boyes  that  under- 
stood not  a  word  in  English,  to  be  able  in 
two  or  three  months  to  talk  it  as  readily,  as 
they  that  were  English  borne.  Onely  at  the 
first,  one  must  wink  at  their  improprieties, 
and  harshnesse  ot  pronunciation  of  some 
words  and  phrases,  and  take  their  meaning 
by  what  they  speak.  And  after  a  while  by 
custome  and  imitation  of  others,  they  will 
will  speak  in  Latine,  as  properly  as  the  best; 
especially  after  they  have  gained  the  knowl- 
edge of  Grammar,  accustomed  themselves 
to  observe  the  style  of  Latine  Authours. 
No  day  in  the  week  should  passe  on  which 
Daily  some     Declamation,     Oration,     or     Theme 

practice  in     should  not  be  pronounced,  about  a  quarter 
*^  ®  of  an  hour  before  the  Schoole  be  broken  up, 

and  after  Lessons  are  ended  in  the  forenoon. 
That  by  assiduity  in  these  exercises,  the 
Scholars  may  be  emboldened  to  perform 
them  with  a  grace  before  whomsoever,  and 
upon  occasion  of  any  solemnity,  or  coming 
of  Friends  into  the  Schoole.  There  should 
be  two  standing  desks  set  opposite  in  the 
midst  ot  the  Schoole,  for  boyes  to  stand  at 
when  they  pronounce. 


CHAP.  VII 

of  exercising  scholars  in  the  scriptures; 
of  using  daily  prayers,  and  singing 
psalms;  of  taking  notes  of  sermons, 
and    examination    after   sermons. 

I   Besides  that  course  which  we  have  pre- 
scribed afore  to  every  Forme  of  reading  part  opening 
of  a  Latine  or  Greek  Chapter  before  parts;  exercises 
it  is  necessary  for  childrens  more  profiting 
in  the  Scriptures,  to  cause  that  an  English 
Chapter  be  read  every  morning  at  the  be- 
ginning, and  every  night  at  the  giving  over 
teaching.     And  in  this,  every  boy  through- 
out the  Schoole  should  take  his  turn,  that  it 
may  be  known  how  perfect  he  is  in  reading 
Engh'sh    readily,    and    distinctly.     Let    him   Bible- 
that  is  to  read,  take  his  place  at  a  desk  in  the  reading 
middle  of  the  Schoole,  and  be  sure  he  speak 
aloud,  and  let  every  one  reverently  attend  to 
what  is  read,  and  lower  boyes  looking  upon 
their    English,    and    the    higher    upon    their 
Latine    Bibles.* 

*  Several  of  the  matters  referred  to  in  this  chapter 
formed  part  of  the  editor's  own  school-experience; 
for    example:  reading    in    turn    at    evening    prayers 

(  285  ) 


with 
comments 


Singing 


(286) 

Those  also  that  are  able  to  make  use  of 
the  Septuagint  in  Greek,  may  doe  well  to 
procure  them  to  look  upon,  especially  seeing 
they  are  now  to  be  had  at  a  far  cheaper  rate 
then  formerly,  being  but  lately  printed. 
When  the  Chapter  is  ended,  you  may  demand 
of  one  in  each  Form  what  he  observed,  and 
let  any  one  that  is  disposed,  take  the  liberty 
to  ask  his  opposite  a  question  or  two  con- 
cerning some  passage  in  it.  Mr.  Pagets 
History  of  the  Bible  will  assist  them  herein, 
so  they  look  upon  it,  before  the  Chapter  be 
read;  you  your  self  may  do  well  sometimes 
to  tell  them  what  things  are  most  remarkable 
in  that  present  Chapter.  The  Scholars  of 
the  upper  Formes  may  do  well  to  carry  Mem- 
oriale  Biblicum  constantly  in  their  pocket, 
by  which  they  may  be  put  in  minde  at  all 
times,  what  passages  they  may  finde  in  any 
chapter. 

2  After  the  Chapter  is  ended  they  may 
sing  the  first,  threescore  and  second,  the 
hundred,  or  hundreth  and  thirteenth  Psalm 
in  La  tine  out  of  a  little  book  formerly  printed 


(6  o'clock  p.  m.);  wTiting  sermon  notes  on  Sunday 
afternoons;  walking  in  line  two  abreast  to  and  from 
church;  sitting  with  the  masters  in  church.  We 
did  not,  however,  observe  Hoole's  injunction  that 
"there  should  be  no  stirre  made  in  the  church,  upon 
pretence  of  getting  notes  there";  as  notes  were  sup- 
posed to  be  taken  during  the  delivery  of  the  sermon. 


(287) 

at  Oxford,  which  one  of  the  head  Scholars 
should  distinctly  read  unto  them. 

3  When  the  Psalm  is  done,  the  same 
Scholar  should  repeat  those  admonitions  at 
the  end  of  Nowels  Catechisme,  and  then  the 
whole  Schoole  should  rehearse  those  Hymnes, 
which  are  there,  the  higher  side  of  the  Schoole  Responses 
saying  one  verse,  and  the  lower  the  next 
alternatum  and  conjunctis  vocibus;  and  at 
last  conclude  with  one  of  those  prayers  for  a 
blessing  on  your  endeavours. 

These  Prayers  and  Psalmes  would  be  all 
writ  together  both  in  English  and  Latine  in  a 
little  book,  which  would  be  necessary  to  be 
kept  in  the  Schoole,  for  continuall  and  daily 
use. 

Some  course  would  be  taken  that  the 
Master  may  have  notice  what  Scholars  omit  Home  and 
the  reading  of  a  Chapter  at  home  every  night  school 
after  supper;  but  for  this  pious  exercise  (I 
hope)  every  Christian  Parent  will  be  ready 
to  call  upon  and  encourage  their  own  children, 
or  others  that  are  under  their  charge,  as 
Tablers. 

Now  that  the  good  Schoolmaster  may  more 
fully  discharge  his  duty  towards  God  and  his  Sunday 
Church  (who  have  both  entrusted  him  with    morning 
the  education  of  their  children)  to  nurture   talks 
and  bring  them  up  in  the  fear  of  the  Lord; 
it  were  expedient  if  a  course  could  be  taken,  that 
he  might  meet  them  all  at  the  Schoole  every 


(288) 

Ix)rds  day  in  the  morning,  about  an  hour 
afore  Church-time,  when  he  may  take  the 
opportunity,  to  instruct  them  in  Catecheticall 
doctrines,  according  to  what  he  may  read  in 
many  excellent  Books,  that  are  as  Exposi- 
tions of  the  Lords  prayer,  the  Creed,  and  the 
ten  commandments,  and  not  wilde  [wile  it 
away]  it  in  a  tedious,  unmethodized  dis- 
course, concerning  things  unnecessary  to  be 
taken  notice  of,  and  unmeet  for  children  to 
be  pusled  with.  And  after  a  Psalme  sung 
and  a  Prayer  said,  he  may  see  them  go  all 
before  him  orderly  by  two  and  two  to  the 
church,  where  it  is  requisite  that  they  should 
have  a  convenient  place  appointed  to  sit  in 
together  by  themselves,  and  all  with  in  the 
Masters  view.  This  would  be  an  especiall 
means  to  prevent  that  unreverent  behaviour 
in  the  church,  which  is  too  usuall  amongst 
Scholars,  when  they  are  glad  to  wander  into 
by-corners  to  sit  down  to  rest  (or  rather  chat) 
in,  or  are  ever  and  anon  molested  with  quar- 
relsome lads,  or  unmannerly  fellowes,  that 
are  apt  to  disquiet  them,  and  thrust  them 
out  of  their  places.  I  have  heretofore  ob- 
served how  the  ninth  canon  of  our  Church 
religiously  enjoynes  every  Schoole-Master  to 
see  his  Scholars  quietly  and  soberly  behave 
themselves  in  the  Church,  and  examine  them 
at  times  convenient  after  their  return,  what 
they  have  borne  away  of  any  Sermon,  which 


(289) 

he  cannot  well  doe,  except  he  have  them  all 
to  one  place,  where  himself  may  sit  near 
them. 

After  Church-time  ended  in  the  afternoon, 
the  Master  may  do  well  to  see  all  his  Scholars 
go  before  him  in  like  order  to  the  Schoole, 
where  he  should  examine  them,  what  they 
have  heard  or  writ  at  the  Sermon.  Now  in 
repeating  Sermons,  this  course  may  be  taken: 

1  Let  every  one  of  the  lower  Scholars  re- 
peat the  Text,  or  a  Proof  or  some  little  pious 
sentence  which  was  there  delivered.  And 
these  he  should  get  either  by  his  own  atten- 
tion at  the  Church,  or  by  the  help  of  his 
fellowes  afterwards.  For  there  should  be 
no  stirre  made  in  the  Church,  upon  pretence 
of  getting  notes  there. 

2  Those  in  the  four  middlemost  Forms 
should  mind  to  write  the  Text,  Doctrines, 
Reasons,  Uses,  Motives,  and  Directions, 
with  the  Quotations  of  Scripture-places,  as 
they  are  best  able. 

3  These  in  the  highest  Form  should  strive 
to  write  as  much,  and  in  as  good  order  as 
possibly  may  be;  your  self  now  and  then 
hinting  to  them  some  directions,  what  method 
they  should  observe  in  writing  Sermons,  and 
that  may  digest  what  they  have  written  into 
that  order,  wherein  they  heard  it  delivered; 
let  them  have  a  little  time  of  respit  amongst 
themselves,  to  compare  their  notes  one  with 


(290) 

another,  and  to  supply  their  defects,  and 
amend  what  they  have  mistaken. 

4  Then,  you  may  first  cause  one  of  your 
higher  Scholars  to  read  distinctly  what  he 
hath  written,  and  afterwards  two  or  three  of 
other  Forms,  whom  you  please  to  pick  out; 
and  last  of  all,  let  every  one  of  the  lowest 
Form  tell  you  w^hat  he  hath  observed  of  the 
Sermon. 

These  things  being  orderly  done,  you  may 
enlarge  a  little  upon  what  point  you  think 
most  necessary  for  them  to  remember,  and 
practise,  and  conclude  this  holy  dayes  exer- 
cise, with  singing  of  a  Psalm  and  devout 
prayers,  and  charging  your  Scholars  to  spend 
the  rest  of  the  time  in  reading  the  Scriptures, 
and  such  religious  books  as  tend  to  their 
farther  profiting  in  Christian  piety,  you  may 
comfortably  dismisse  them  to  there  several 
homes,  and  expect  Gods  blessing  upon  your 
endevours  for  the  week  following. 


CHAP.  VIII 


OF    THE    MONITORS    BILL;    AND    OF    REWARDS 
AND  PUNISHMENTS  IN  A  GRAMMAR  SCHOOLE. 

That  no  disorder  or  vice  committed  either 
at  Schoole,  Church,  or  elsewhere,  may  passe 
unnoted  by  the  Master;  he  may  cause  his 
Scholars  in  the  two  upper  Forms,  to  play  the 
Monitors  in  their  weekly  turns.  From  Friday 
to  Friday. 

They  may  take  one  Bill  to  serve  for  all  the 
week  proportionable  to  the  number  of  Schol-  Registers 
ars  of  every  Form,  after  this  manner. 


Nov.  1659 

F. 

S. 

S. 

M. 

T. 

W. 

Th. 

1 

G.  E. 
J.  0. 
T.  P. 

2 

R.  B. 

T.  S. 
R.  M. 

3 

C.N. 
T.  C. 
R.  W. 
J.  C. 

\ 

(291) 


(292) 


Record  of 
behavior 


Nov.  1659 

F. 

S. 

S.      M. 

T. 

W. 

Th. 

4 

R.  B. 
L.  S. 
N.R. 

5 

H.  L. 
S.  S. 
R.  H. 
P.  B. 

1 

........ 

6 

C.S. 
W.  T. 
S.  D. 
H.  R. 

! 

Wherein  you  see  the  letters  above  denoting 
the  dayes  of  the  week,  the  letters  on  the  side 
shew  the  place  where  every  Scholars  name 
should  be  written  and  the  pricks  within  the 
lines,  how  every  default  may  easily  be  marked 
with  a  pin,  or  a  pen.     So  that 

1  This  Bill  may  serve  as  a  Catalogue  to  be 
called  over  every  day  at  Schoole-hours  to 
know  who  is  absent,  and  may  save  a  deale  of 
trouble  in  making  little  notes  of  Scholars 
frequent   misdemeanours. 

2  If  you  cause  every  Bill  to  be  dated,  and 
keep  them  by  you,  you  may  know  at  any 
time  who  is  the  shrewdest,  or  most  orderly 
boy  amongst  the  rest,  and  give  publick  notice 
accordingly,  that  the  one  may  be  admonished 


(293) 
to  amend  his  manners,  and  the  other  encour- 
aged to  go  on  in  well  doing. 

3  Besides,  it  will  work  the  greater  awe 
among  all  the  Scholars,  when  they  shall  know 
every  fault  they  commit  whilst  they  are  at 
Schoole  will  be  open  record,  though  the  Mas- 
ter doth  never  punish  it. 

4  You  shall  find  it  a  meanes  of  much  ease 

to  your  self,  when  you  shall  need  onely  to  ^  monitor's 

bid  the  Monitor  take  notice  of  a  neglect,  or 

fault  committed  and  let  it  so  remaine,   till 

some  fitter  opportunity  or  just  occasion  in- 

^ite   or    (rather)   enforce   you   to    call    to   a 

reckoning. 

5  For  when  you  perceive  any  generall  dis- 
order, or  some  grosse  thing  is  done,  which 
ought  not  to  escape  correction,  you  may  call 
for  the  Bill,  and  then  censure  those  onely 
for  example,  whom  you  finde  to  be  most  often 
and  notoriously  peccant,  suffering  the  rest 
(that  you  called  forth)  to  escape  with  an 
admonition  to  beware  for  the  future. 

Thus  you  shall  gain  your  Scholars  affec-  rj,^^ 
tions,  when  they  shall  see  you  unwilling  to  master's 
punish  any  without  a  cause;  and  avoid  that  clemency- 
common  out-crv  which  is  wont  to  he  made 
against  a    Schoole-master  upon   report  of  a 
multitude  of  boyes  being  whipt  at  once. 

6  So  many  pricks  as  are  found  upon  any  g^^  marks 
boyes  name,  may  be  said  to  deserve  so  many  ^nd  pun- 
jerks;  but  herein   much   discretion  is  to   be  ishments 


(294) 
used  that  you  seem  not  too  severe,  nor  prove 
too  partial.  You  may  sometimes  tell  your 
Scholars  v^'hat  faults  deserve  more  or  fewer 
pricks;  as  idlenesse  one,  wandering  forth 
one,  fighting  three,  swearing  four,  or  the  like: 
which  are  to  be  noted  in  the  Bill  more  or 
lesse,  according  to  the  nature  of  the  faults 
themselves. 

He  that  is  publick  Monitor  in  one  of  the 
tv\'o  highest  Forms  may  appoint  two  private 
Monitors  to  himself  in  every  other  Form, 
which  may  give  him  secret  information  of 
every  misdemeanour  committed  in  any  place; 
and  this  will  be  a  especial  meanes  to  keep  all 
in  very  good  order,  with  seldome  and  mod- 
erate correction;  a  thing  to  be  desired  by 
every  Schoole-Master  for  his  own  ease,  and 
his  Scholars  better  encouragement. 

Those  Scholars  in  every  Form,  which  are 
indeed  the  most  studious  and  diligent  in  their 
taskes  and  constantly  observant  to  keep  good 
order,  should  often  be  commended  to  their 
fellows,  as  patterns  for  them  to  imitate;*  and 
when  any  one  hath  performed  any  task  or 
exercise  better  then  ordinary,  he  should 
receive  some  small  gift  at  his  Masters  hand, 
as  a  new  pen-knife  or  a  paper-book,  or  the 
like  signal  Testimony  of  the  Masters  appro- 
bation of  what  he  hath  done.  Those  parents 
which  are  of  more  ability,  may  do  well  to 

*  Few,  if  any,  would  agree  with  Hoole  in  this. 


(295) 
allow  the  Master  a  small  sum  of  money  to 
reward  their  sonnes  diligence  now  and  then, 
and  to  excite  them  to  the  better  performances 
of  their  taskes  and  exercises,  which  will  in- 
vite them  to  go  faster  on  in  learning,  then  a 
rod  can  drive   them. 

As  for  inflicting  punishments  even  upon 
the  meanest  and  worst  of  children,  it  should 
ever  be  the  most  unwilling  piece  of  work  that 
a  Master  can  take  in  hand;  and  therefore  he 
should  not  be  hasty  to  punish  any  fault, 
whereof  the  Scholar  hath  not  been  praemon- 
ished  except  it  be  such  a  notorious  crime,  as 
a  boy  cannot  but  know  beforehand;  that  he 
ought  not  to  have  done  it. 

As  for  the  Ferula,*  I  wish  (and  as  I  have 
already  done)  for  many  reasons,  which  it  is 
needless  to  commit  to  paper  that  it  might  be 
utterly  banished  out  of  the  Schooles.  A  good 
sharp  birchen  rod,  free  from  knots;  (for 
willow  wands  are  unsuflFerable,  and  fitter  for 
a  Bedlam  then  a  Schoole)  as  it  will  break  no 
bones,  nor  endanger  any  limbs,  so  it  will  be 

*  Latin,  ferire,  to  strike.  The  ferula  is  mentioned 
by  the  Roman  satirists,  Horace  and  Juvenal.  As 
used  in  more  recent  times,  the  ferule  was  "a  flat  piece 
of  wood,  narrow  at  the  handle,  generally  with  a  small 
hole  in  the  middle  of  its  broad  part,  for  the  purpose 
of  raising  a  blister  on  the  offender's  hand".  Some- 
times it  was  a  broad  leather  strap.  The  Scotch 
ferule,  or  taws,  was  a  leather  strap  cut  into  thongs 
and  hardened  in  the  fire. 


Reward 
preferred  to 
punishment 


On  methods 
of  corporal 
punishment 


(296) 

sufficient  wherewith  to  correct  those  that 
shall  deserve  it  in  the  lower  forms,  and  for 
the  higher  Scholars,  that  will  not  behave  as 
they  ought  to  do,  without  blowes;  a  good 
switch  about  their  shoulders  would  (in 
Quintilian's  judgement)  seem  fitter  then  a 
rod  elsewhere;  and  his  reason  is  so  modestly 
agreeable  to  nature,  that  as  I  am  loth  to 
mention  it,  so  I  wonder  that  it  hath  not  more 
prevailed  with  many  discreet  Schoole-Mas- 
ters,  who  (I  perswade  myself)  have  often 
read  it,  and  cannot  but  approve  of  it  as  most 
Christian,  however  it  dropt  from  a  Heathens 
pen.  But  nohilis  equus  umbra  virga  regiiur. 
Ingenuous  and  towardly  Scholars  will  not 
need  so  much  as  the  shadow  of  a  rod.  And 
towards  others  that  seem  to  extort  a  rod  from 
the  Master,  whether  he  will  or  not,  and  (as  I 
may  say)  will  enforce  him  to  fight,  he  should 
generally  use  such  clemency  in  his  hand,  as 
not  to  exceed  three  lashes;  in  the  laying  on  of 
which,  he  may  contribute  more  or  less  weight, 
with  respect  to  the  demerits  of  the  fault. 
But  of  this  he  should  always  make  sure,  that 
he  never  let  the  offender  go  from  him  with  a 
stubborn  look,  or  a  stomachful  gesture, 
much  less  with  a  squealing  out-cry,  or  mut- 
tering to  himselfe;  all  which  may  be  easily 
taken  off  with  another  smart  jerk  or  two;* 

*  Either  Hoole  is,  at  least  in  part,  mistaken,  or  the 
nineteenth  century  difTers  widely  from  the  seventeenth. 


(297) 
but  you  should  rather  let  him  stand  aside  a 
little,  and  see  how  his  stomach  will  settle. 

That  a  boy  may  at  once  know  you  dare 
adventure  to  whip  him  and  withall,  how 
little  you  delight  in  his  skin;  you  may  at 
some  time,  when  he  hath  cause  to  think  that 
he  hath  well  deserved  a  whipping,  and  when 
you  have  him  ready  for  the  rod,  pass  him 
over  with  an  admonition  to  beware  another 
time;  and  if  he  again  be  peccant  in  the  same 
kind,  you  may  give  him  more  cause  at  pres- 
ent to  remember  both  his  faults  together; 
and  for  the  future  to  avoid  them. 

This  even  and  indifferent  carriage  in  re- 
wards and  punishments,  will  make  those 
Scholars  that  have  any  ingenuity  in  them, 
less  willing  to  offend,  and  incline  the  rest  to 
behave  more  dutifully,  because  they  see  their 
Master  beare  such  a  loving  minde  towards 
them  all,  and  to  be  sharp  in  punishing  none, 
but  those  that  know  they  well  deserved  what 
blowes  thev  had. 

As  for  those  boyes  that  do  slight  good  or- 
der, and  are  apt  to  stirre  up  others  to  reject 
them  [s.c.  rules  or  orders]  (which  are  usually 
those  of  bigger  stature)  that  perhaps,  have 
not  been  acquainted  with  your  Teachings  or 
government  or  know  they  shall  shortly  re- 
move from  under  your  command)  or  those 

Hoole's  whole  theory  of  discipline  is  a  peculiar  mixing 
of  old  and  new. 


(298) 

that  without   any    cause    love    to    truant   it 

abroad,    or    by    other    licentious    demeanor 

bring  disgrace  to  your  Schoole,  or  offer  any 

affronts  to  your  self;  I   conceive  your  best 

Shrewd  y^^y  jg  /^^  ^  fitting  opportunity)  to  send  for 

advice  with     ^    <         ^      ^  r-j         -u  -j-- 

regard  to         ^^^  parents,  or  friends,  with  i  or  2  judicious 

refractory       neighbors  to  be  by  (where  there  are  no  Gov- 
pupils  ernours  of  the  Schoole)  and  to  let  them  justly 

know  the  fault,  and  adjudge  what  punish- 
ment such  a  boy  deserveth;  but  if  the  Parents 
be  unwilling  to  have  him  corrected  for  his 
peremptory  disorders,  choose  rather  to  send 
him  home  with  them,  then  retain  him  any 
longer  to  the  disturbance  of  the  Schoole  or 
your  own  unquiet.  This  you  shall  finde  as 
an  especial  remedy  to  prevent  such  clamorous 
out-cries  of  supposed  Tyranny,  when  every 
jerk  that  is  given  to  a  notorious  unhappy 
boy  for  his  insolent  misbehaviour,  shall 
chance  to  be  multiplyed  in  the  relating,  (like 
Scoggins  Crowes)  from  three  to  thirty.  Which 
base  obloquie  and  mis-report  what  hinder- 
ance  it  bringeth  to  the  flourishing  of  a  Schoole, 
and  what  unseemly  disgrace  to  a  worthy 
Master,  I  need  not  mention. 

But  because  such  boyes  as  these  sometimes 
are  apt  to  take  it  as  an  argument  of  the  Mas- 
ters pusillanimity,  thus  to  send  for  their 
Parents,  who  generally  do  not  love  to  heare 
of  their  childrens  faults;  the  Master  may 
take  an  occasion,  where  he  sees  admonitions 


(299) 

will  not  prevaile,  to  watch  them  more  strictly 

at  every  turn,  and  having  found  them  to  have 

committed  some  grosse  enormity,  to  chastise 

them   more  smartly  than  ordinarily,  yet  so 

as  to  shew  no  rigour.     And  if  after  that  he   „^ 

1  -ir  11  1    •  1  When  to 

perceive  them  wiltuUy  to  rush  mto  the  same   g^    j 

acts  of  lewdnesse,  let  him  fairly  turne  them 
out  of  his  Schoole,  and  signify  the  cause  to 
their  friends;  at  whose  entreaties  he  should 
never  take  them  again,  except  they  will  en- 
gage to  forfeit  a  sum  of  money  to  be  bestowed 
in  publick  Books,  in  case  they  offend  in  that 
nature  again. 

As  for  the  lessor  sort  of  children  that  are 
apt  to  reiterate  the  same  fault  too  often,  for 
which  they  have  sometimes  been  already 
corrected;  your  surest  way  to  reclaim  them 
is,  after  you  have  once  given  them  warning, 
to  whip  them  for  a  fault,  and  if  that  will  do 
no  good,  to  double  your  strokes  the  second 
time;  but  if  a  third  time  they  come  under  the 
rod,  and  beg  heartily  for  pardon,  (as  com- 
monly then  they  will  do,  fearing  lest  their 
punishment   should    be    tripled)   you    should  School- 

>.  1   ^  ^u  ^  '^u         '  fellows  aa 

not  let  them  pass,  except  they  can  procure         ^. 

two  of  your  more  orderly  boys,  or  one  that 

is  in  your  favour  for  his  constant  well-doing, 

to  give  their  words  for  them,  and  to  engage 

to  be  whipt  for  them,  if  ever  they  do  the  like. 

If  you  see  they  get  sureties  to  your  likeing, 

you  may  let  them  escape  so;  but  if  they  can- 


(  300  ) 
not,  you  may  adventure  to  take  their  own 
single  words;  and  the  care  of  their  sureties, 
and  fear  to  displease  you  again,  will  so  work 
upon  them,  that  they  will  seldom  or  ever  do 
the  like  afterwards. 

Such  faults  as  are  vitiously  enormous,  are 
to  be  duely  punished  with  a  rod,  according 
as  the  obliquity  of  the  will  appeareth  in  them, 
more  or  less;  as  for  such  as  are  committed 
for  want  of  understanding  they  are  to  be 
remedied  by  due  instruction,  but  those  that 
seem  to  offend  through  laziness,  and  careless 
neglect  should  be  abridged  of  desired  liberty, 
when  others  have  leave  to  play. 

The  shutting  of  children  up  for  a  while  in 
a  dark  room,  and  depriving  them  of  a  meals 
meat,  or  the  like  (which  are  used  in  some 
Tabling  Schools)  as  they  are  not  of  good 
report,  so  they  cannot  be  commendably  or 
conveniently  used  in  our  greater  Schooles. 

But  these  things  I  leave  to  the  discretion 
of  every  prudent  Master,  who  is  able  to  judge 
of  every  particular  action  by  its  several  cir- 
cumstances and  to  take  such  course  as  he 
sees  best  available  for  the  orderly  manage- 
ment of  his  own  Schoole,  especially  where 
he  is  not  tied  to  any  Rules  of  Government. 


CHAP.   IX 

OF  SCHOLARS  WRITING  THIilR  EXERCISES 
FAIR,  AND  OF  KEEPING  THEIR  BOOKS 
HANDSOME,  AND  OF  ERECTING  A  SCHOOL- 
LIBRARY  FOR  THE  MASTERS  RECREATION 
THEREIN,   AT    VACATION    HOURES. 

Though  the  teaching  of  children  to  write 
a  fair  hand,  doth  properly  belong  to  writing 
Masters,  as  professors  of  that  Art;  yet  the 
care  of  seeing  that  all  they  write  in  Paper- 
books,  and  loose  papers,  by  vvay  of  Exercises 
be  neatly  done,  doth  pertain  to  every  Schoole- 
Master;  and  therefore  we  shall  here  touch 
a  little  concerning  that,  and  also  shew  what 
heed  is  to  be  taken  about  keeping  their 
Books. 

The  usual  way  for  scholars  learning  to 
write  at  the  Country  Grammar-Schooles,  is  g^j^p 
to  entertain  an  honest  and  skilful  Penman, 
that  he  may  constantly  come  and  continue 
with  them  about  a  monthe  or  six  weeks  to- 
gether every  year,  in  which  time  commonly 
every  one  may  learn  to  write  legibly.  The 
best  season  for  such  a  mans  coming  is  about 
May-day,  partly  because  the  days  are  then 

(301) 


(302) 
pretty  long,  and  partly  because  it  will  be 
requisite  for  such  as  are  then  getting  their 
Grammar  Rudiments,  to  learn  to  write  be- 
fore they  come  to  Translations.  The  Pa- 
rents of  all  other  children  would  be  advised 
to  let  them  take  that  opportunity  to  improve 
their  hands,  for  as  much  as  the  benefit  there- 
of will  far  exceed  the  charge,  and  it  will  be  a 
means  of  better  order  to  have  all  employed 
together  about  a  thing  so  necessary.  The 
Master  of  the  Schoole  should  often  have  an 
eye  upon  them,  to  see  what  they  do,  and  how 
they  profit,  and  that  they  may  not  slack  in 
their  other  learning  he  may  hear  them  a  part 
at  morn,  and  a  lesson  at  noon  before  their 
Copies  be  .set,  or  their  books  can  be  provided 
for  them;  and  proportion  their  weekly  exer- 
cises accordingly.  And  that  the  stock  which 
they  then  get,  may  be  better  increased  against 
the  next  year,  the  Penman  should  cause  them 
to  write  a  piece,  a  day  or  t%vo  before  he  leave 
them,  as  fair  as  they  can,  vv'ith  the  date  above 
it,  and  their  names  subscribed  underneath, 
which  the  Schoolmaster  may  safely  keep  by 
him  as  a  Testimony  of  what  the/  can  per- 
form, and  take  care  to  see  that  their  writing 
for  the  future  be  not  much  M^orse.  This 
Pattern  or  Copy  I  formerly  received  from 
that  industrious  pen-man  M-  Roger  Evans, 
who  had  sometimes  taught  me  to  write;  being 
a     Scholar    at    Wakefield,    and    afterwards 


(303) 
yearly    taught   my    Scholars,   whilest   I    was 
School-Master  at  Rotherham. 
June   I,    1635 
A  7uan  cannot  any  way  enter  into  the  can- 
onized rule,   to   cojne  to   Gods   holv  will  and 
kingdome^     except    he    reform,     and    become 
acquainted  with    virtuous    manners,    in    most 
prudent  sort  that  may  he,  i^c. 

Roger   Evans. 

But  in  London,  (which  of  all  places  I 
know  in  England,  is  the  best  for  the  full  im- 
provement of  children  in  their  education, 
because  of  the  variety  of  objects  which  daily 
present  themselves  to  them,  or  may  easily 
be  seen  once  a  year,  by  w^alking  to  M-  John 
Tra descants,  or  the  like  houses  or  gardens, 
where  rarities  are  kept,  a  Book  of  all  which 
might  deserve  to  be  printed,*  as  that  ingenu- 
ous Gentleman  hath  lately  done  his  by  the 
name  of  Musaeum  Tradescantianum,  a  Col- 
lection of  Rarities;  could  Parents  at  home 
but  halfe  so  well  look  to  their  behaviour,  as 
the  Masters  do  to  their  learning  at  Schoole) 

*  Educators  are  only  just  beginning  to  recognize 
the  higher  value  of  natural  scenes  and  of  objects 
observed  in  situ  as  a  means  of  education.  Cf.  Report 
of  the  Committee  of  Tu  elve  on  Rural  Schools,  Chicago, 
1897;  Appendix  G,  on  Enrichment  of  Rural  School 
Courses;  Appendix  H,  on  The  Farm  as  a  center  of 
interest;  and  also  Circular  435,  Code  of  the  Board  of 
Education  of  England  and  Wales,  for  1900,  on  The 
Curriculum  of  the  Rural  School. 


(304) 
it  is  ordinary  for  Scholars  at  eleven  and  five 
a  clock  to  go  to  the  Writing  Schooles,  and 
their  to  benefit  themselves  in  writina;.  In 
that  city,  therefore,  having  the  opportunity 
of  the  neighborhood  of  my  singular  loving 
friend  MF;  James  Hodder,  (v^^hose  Coppy 
bookes  of  late  printed,  do  sufficiently  testify 
his  ability  for  the  profession  he  hath  under- 
taken, and  of  whose  care  and  pains  I  have 
had  abundant  triall  by  his  profiting  of  mv 
Scholars  for  (at  least)  tv^^elve  years  together; 
who  had  most  of  them  learned  of  him  to 
write  a  very  fair  hand;  not  to  speak  of  Arith- 
metick,  or  Merchants  Accounts,  which  they 
gained  also  by  his  teaching  at  spare  times) 
in  the  Token  house  garden  in  Lothbury 
somewhat  near  the  Old  Exchange;  I  so  or- 
dered the  busir.ess  with  him,  that  all  my 
lower  Scholars  had  their  little  Paper  books 
ruled,  wherein  they  writ  their  lessons  fair, 
and  then  their  Translations,  and  other  Ex- 
ercises in  loose  papers  in  his  sight,  untill 
they  were  able  to  do  everything  themselves 
in  a  handsome  manner.  And  afterwards  it 
is  not  to  be  expressed,  what  pleasure  they 
took  in  writing  and  flourishing  their  Exer- 
cises, all  the  while  they  continued  with  me 
at  the  Schoole.  This  or  a  better  course 
(perhaps)  may  be  taken  at  other  Schooles, 
where  they  have  a  Writing  Master  constant 
and  ready  to  attend  them  every  day  through 


(305) 

out  the  year,  as  I  have  heard  Mr.    Farnaby 

made  use  of  Mr-   Taylor  a  famous  Pen-man, 

for   the   teaching  his   Scholars   to  write.     If  ^^^  P^P"'" 

„<^,     ,        J     ,  •       1  •     T?        exercises 

at  anv  tmie  a  Scholar  doth  not  write  his  bx-  ^^  ^^  ^^  j^j^ 

ercises  in  the  fairest  manner  that  he  is  able,  best  writing 
his  punishment  may  be  to  write  them  over 
again,  whilest  others  play.  I  have  been 
told  of  a  Porter,  that  could  neither  w  rite  nor 
read,  who  if  at  any  time  he  had  seen  his  son 
write  his  Exercises  at  home,  in  a  worse  hand 
then  he  thought  he  w^as  able  to  do,  would 
teare  them  to  pieces,  and  thus  at  last  en- 
forced the  young  Scholar  upon  a  very  good 
hand  writing;  which  rude  kinde  of  dealing 
with  a  childe,  though  I  would  have  no  Pa- 
rents to  imitate,  yet  I  w^ould  advise  them 
sometimes  to  look  upon  their  childrens  writ- 
ing at  home,  and  to  encourage  them  to  do  it 
in  the  neatest  fashion.  For  as  it  will  be  an 
ornament  to  them  in  their  learning,  and  an 
especiall  furtherance  of  their  Studies,  or 
future  employments  elsewhere,  so  it  will  be  a 
great  ease  to  the  Master  in  the  perusal  of 
what  they  have  written;  I,  with  some  others, 
ha^e  bin  sorry  to  see  some  of  that  reverend 
and  learned  M-  Hookers  Sermons  come  in 
manuscript  to  the  presse,  and  not  to  have 
been  possible  to  be  printed,  because  they 
were  so  scriblingly  written,  that  no  body 
could  read  three  words  together  in  them. 
It  is  commonly  objected  to  the  best  Scholars 


(3o6) 

in  any  of  the  three  Professions,  that  they 
write  the  worst  hands,  and  therefore  I  wish 
that  care  may  be  taken  to  prevent  that  ob- 
jection at  the  Schoole,  to  a  future  generation. 
Now  to  train  up  Scholars  as  well  in  Calli- 
graphy as  Orthography,  whilst  they  write 
their  Translations  in  a  Paper-book  they 
should  often  be  admonished, 

1  To  keep  a  large  Margent  on  both  sides, 
Margin  and  ^^id  to  leave  the  space  of  a  long  letters  length 
spaces            betwixt  every   line,   and   of  a    small   letters 

breadth,  betwixt  every  word,  and  to  regard 
the  proportion  of  every  particular  letter,  and 
the  difference  betwixt  j  and  i  and  v  and  w, 
and  above  all  to  beware  of  blotting  or  soyling 
their  books. 

2  To  make  every  Comma,  Colon,  Semi- 
colon, Period,  notes  of  Interrogation,  Paren- 
thesis, and  notes  of  Admiration,  &c.,  in 
their  due  places. 

'^  To  write  all  their  words  in  an  even  line 
with  the  tops,  bellies,  and  bottoms  of  the 
letters  of  an  even  size,  and  when  they  have 
occasion  to  divide  any  word,  to  part  it  by 
its  just  syllables,  making  this  mark  Hyphen 
(-)  at  the  end  of  the  line.     And 

4  In  Latine  to  give  an  Adverb,  or  other 
word  its  note  of  difference,  and  the  like,  as 
the  Grammar  will  further  direct  them.  But 
for  directions  in  fair  writing,  I  refer  him  to 
that  sheet  which   M*^^     Hodder  hath  caused 


Punctua- 
tion 


To  \vrite 
evenly 


(30?) 

to  be  printed   before  his  Copy-book,  which 

will   sufficiently   commend   its   Authour. 

After  they  have  once  got  an  habit  of  these   _   , 
,  .  1  MI  -1        u  u         •       Bad  writing 

thmgs  they  will  more  easily  observe  them  in  ^^  ^^^^ 

future    Exercises,    the    neglect   whereof  will  scholars 
be    harder   to   remedie   afterwards,   which    I 
have   seen   too  grosse   in   some   mens  letters 
that  have  come  from  the  Universities. 

As  for  Books;  a  care  should  be  first  had  to 
procure  those  of  a  faire  print  in  good  paper,  care  of 
and  strongly  bound;  then  the  Master  may  books 
more  easily  see  that  his  Scholars  keep  them 
all  safe  and  cleanly,  and  free  from  scribbling 
or  rending,  by  causing  them  at  a  time  un- 
expected to  bring  all  their  books  before  him, 
and  to  shew  their  names,  together  with  a 
note  of  the  price,  fairly  writ  in  the  middle  of 
every  one  of  them,  as  well  as  at  the  beginning 
and  end.  And  that  none  may  squander  his 
own  or  pilfer  away  anothers  book,  or  have 
it  carelessly  thrown  about,  or  to  seek,  when 
he  should  use  it,  the  Master  may  do  well  to 
make  every  Scholar  once  a  quarter  to  deliver 
him  a  Catalogue  of  his  Books,  with  the  day 
of  the  moneth  and  his  name  subscribed, 
which  he  may  lay  by  him,  so  as  at  any  time 
to  call  him  whom  he  suspected  to  be  negligent 
of  his  books,  to  a  private  and  particular  ac- 
count of  them.  That  the  Schoole  may  be  School 
furnished  with  all  kind  of  Subsidiary  books  ''^'^"^ 
for  the  general  use  of  all  the  Scholars  (to  be 


(3o8) 

laid  up  in  Repositories  or  Presses,  as  so  many 
little  Libraries  belonging  to  every  Form,  and 
to  be  safely  kept  under  lock  and  key)  whereof 
the  headst  boy  in  each  Form  should  take  the 
charge  to  dehver  them  out,  and  see  they  are 
brought  in  every  night  v^^ithout  being  abused; 
it  would  not  be  amisse,  that  every  Scholar 
which  is  admitted  to  the  Schoole,  should  give 
12  pence  (besides  what  is  accustomed  to  be 
paid  to  the  Master)  and  every  one  at  his  re- 
moveal  into  a  new  Form  should  give  I2 
pence  likewise,  towards  the  procuring  of 
common  Books.  The  Master  may  do  well 
to  stir  up  his  friends  that  come  to  visit  the 
Schoole,  or  especially  such  as  prevaile  with 
him  for  a  Play-day,  to  contribute  somewhat 
towards  the  furtherance  of  childrens  learn- 
ing, as  well  as  to  be  earnestly  importunate 
for  that  which  may  hinder  it.  But  where  a 
Schoole  is  liberally  endowed,  it  would  be 
good  that  a  considerable  stock  of  mony  were 
appointed  to  be  laid  out  yearly  in  all  kinde  of 
Free  books  Schoole-books,  whereby  the  poorer  sort  of 
to  poor  children   may   have   whereon   to   learn,   and 

pupils  ^Y^^^  ^^^   ^ij   j^^-j^gj.   Scholars,   wherewith    to 

help  themselves  in  their  Lessons  and  Exer- 
cises. 

And  might  I  become  a  Petitioner  to  the 
forementioned  Trustees,  for  the  maintenance 
of  Students,  or  any  that  are  both  willing  and 
able  to  promote  the  growth  of  good  learning. 


(309) 
I  should  desire,  that  towards  the  better  corn- 
pleating  of  a  Grammar-Schoole,  there  might 
be  a  little  Library  well  furnished  with  all 
sorts  of  Grammars,  Phrase  books.  Lexicons, 
Dictionaries,  Orators,  Poets,  Histories, 
Herbals,  Commentators,  Scholiasts,  Ant- 
quaries,  Criticks,  and  some  of  the  succinctest 
and  choycest  Authours  of  Matters  of  Human- 
ity, Divinity,  Medicine,  and  Laws;  besides 
those  which  treat  of  every  Art  and  Science, 
whether  Liberal  or  Mechanical,  that  he  that 
is  employed  as  a  professed  School-Master 
may  thoroughly  stock  himself  with  all  kinds 
of  learning,  and  be  able  to  inform  his  Schol- 
ars in  any  thing  that  shall  be  necessary  for 
them  to  know.  For  every  new  Master  can- 
not at  the  first  be  provided  of  a  good  study 
of  books,  for  his  own  private  use,  and  his 
Scholars  benefit,  neither  indeed  at  any  time 
can  he  procure  them,  without  great  trouble 
and  charge,  especially,  if  he  live  at  a  place  Appeal  to 
far  distant  from  London.  I  have  observed  school- 
it  therefore  as  a  great  point  of  discretion,  as  ^^^  ^"^^ 
well  as  a  matter  of  charity,  in  Mr-  Calfe,  that 
in  founding  his  Grammar-Schoole  at  Lewin- 
ham,  he  provided  a  Library  for  the  Masters 
use,  as  well  as  a  house  for  him  to  dwell  in. 

And  I  took  notice  of  that  charitably  dis- 
posed Gentleman,  and  Citizen  Deputy 
Adams;  that  when  he  went  about  to  erect  a 
School  in  his  native  county  of  Shropshire  (if 


(310) 
I  mistake  not)  he  consulted  with  M-  Lang- 
ley,  and  brought  him  along  with  him  to  Sion 
Colledge,  to  see  what  books  he  judged  most 
convenient  to  furnish  a  Library  withall  for 
a  School-Masters  use,  and  I  heard  since  he 
bestowed  (at  lest)  ioo;{^  in  choice  books  for 
that  purpose.  1  only  mention  these  two 
worthy  persons  (the  former  whereof  is  dead, 
and  the  latter  living  in  Lawrence  Lane  Lon- 
don) to  let  others  see,  that  in  this  present  age 
of  ours,  we  want  not  patterns  of  well  doing, 
if  any  be  desirous  to  imitate  them  in  their 
pious  actions;  and  I  hope  God  hath  already 
inclined  the  hearts  of  many,  as  he  hath  given 
them  store  of  riches,  to  endeavour  to  distrib- 
ute and  do  good  to  this  kind,  even  now  whilest 
they  live,  in  their  generation. 

1  will  conclude  this  Chapter  with  that 
which  I  heard  lately  related,  of  a  cheap,  easy, 
profiting,  and  pious  work  of  charity,  which 
one  did,  in  bestowing  40s.  per  annum,  towards 
buying  English  Bibles,  which  were  to  be 
given  to  those  children  in  the  Parish,  that 
were  best  able  to  read  them;  and  I  do  verily 
believe,  that  were  an  annuall  summe  laid 
out  in  procuring  a  certain  number  of  books, 
for  such  as  should  best  deserve  them  in  every 
Form  at  a  Free  Schoole,  it  would  be  a  greater 
incitement  to  provoke  children  to  learn,  then 
any  perswasions  or  enforcements  which  are 
commonly  yet  used. 


CHAP.  X 

OF   EXCLUSION,   AND    BREAKING    UP   SCHOOLE, 
AND    OF    PETITIONS. 

I    should    here    add    something    touching 
those  usual  customes  which  are  yet  on  foot   A  remarka- 
in   most   places,    of  Scholars   excluding,   or  ^^®  school 
shutting  out  the    Master  once   a   year,   and   ^"^^^"^ 
capitulating   with    him    about   orders    to    be 
observed,*  or  the  like;  but  forasmuch  as  I 
see  thev   differ  very  much,  and  are  of  late 
discontinued  in  many  Schooles,  I  will  oneiy 
mention  how  they  may  be  carried  on,  where 
they  yet  remain,  without  any  contest,  or  dis- 
turbance, till  at  last  they  dye  of  themselves. 

I  Therefore  there  should  be  no  Exclusion 
till  after  Saint  Andrews  day,  and  that  the 
Master  know  of  it  beforehand,  that  all  things 

*  In  an  address  at  the  Leys  School,  Cambridge 
(England),  on  Speech-Day  in  June,  1899,  the  Right 
Hon.  A.  J.  Balfour  said:  "I  do  not  believe  that  any 
one  knows  what  the  origin  of  the  'public  school' 
system  in  England  is.  It  is  a  very  remarkable  sys- 
tem. It  flourishes,  so  far  as  I  know,  nowhere  except 
upon  Anglo-Saxon  soil,  or  except  among  those  who 
speak  the  English  tongue  *  *  *  *  jt  would  be 
hard  I  think,  to  say,  whether  the  English  school 
system  has  been  made  by  the  masters  for  the  boys, 
or  by  the  boys  for  the  masters." 

(311) 


(312) 

may  be  ordered  handsomely  to  the  credit  of 
the  Schoole. 

2  That  at  the  time  of  Exclusion,  the  Schol- 
ars behave  themselves  merrily  and  civilly 
about  the  Schoole,  without  injuring  one  an- 
other, or  making  use  of  any  weapons, 
whereby  to  endanger  themselves,  or  doe 
harm  to  any  thing  in  the  Schoole. 

3  That  the  Head  of  each  Form  consults 
W'ith  his  fellowes,  what  things  they  should 
desire  of  the  Master,  and  that  they  bring 
their  suites  to  the  highest  Scholar  in  the 
Schoole,  that  he  may  prefer  them  to  the  Mas- 
ter writ  fairly  in  La  tine,  to  receive  his  appro- 
bation or  dislike  of  them,  in  a  mild  way  of 
arguing. 

4  That    the    Master    doe    not    molest,    or 
A  step  in      come  amongst  his  Scholars,  all  the  while  they 

are  drawing  up  their  Petition  about  Schoole- 

orders,  nor  trouble  himself  concerning  them, 

nient  more  then  to  hear  that  they  keep  good  rule. 

5  That  every  Scholar  prepare  all  his  Exer- 
cises, according  to  his  Form,  to  be  ready  to 

Exhibition      be  hanged  out  before  the  Schoole  doors,  or 
of  pupils'       windowes  (or  rather  to  be  hanged  over  his 
place  within  the  Schoole)  against  the   Mas- 
ters coming. 

6  That  the  Master  upon  notice  that  all 
things  are  prepared  for  his  coming,  goe 
quietly  to  the  Schoole,  being  accompanied 
with  some  of  the  Scholars  Parents,  and  after 


the  direction 
of  pupil 
govern- 


work 


he  have  before  witnesse  subscribed  to  their 
Petition  at  the  door,  to  enter  into  the  School 
in  a  peaceable  and  loving  manner,  and  re- 
ceive from  his  Scholars,  (and  also  make  to 
them)  a  short  congratulatory  Oration,  and 
so  dismisse  them  to  play. 

By  thus  doing,  a  Master  shall  both  prevent 
his    Scholars,    behaving    themselves    against 
him,  in  such  rude  and  tumultuous  manner, 
as  hath  formerly  been  used;  and  give  them 
and  their  Parents  no  occasion  to  grudge  at 
him,  for  seeming  to  take   upon  himself  too 
abruptly    to    break    old    use    and    custome 
which  so  long  as  it  becometh  an  encourage- 
ment to   their  learning,   may   the   better   be 
indulged  to  young  Scholars,  whilest  no  evill 
consequences  attend  it.     It  is  yet  a  custome 
retained  in  some  Schooles  in  the  Countrey,    . 
for  Scholars  to  make  a  Potation  or  generall  school- 
Feast   once   a    yeare;    (and    that   commonly  feasts 
before    Shrovetide)    towards    defraying    the 
charge  whereof,  every  one  bringeth  so  much 
money,  as  his  Parents  think  good  to  allow 
him,  and  give  it  to  the  Master  to  be  expended 
in  a  dinner  orderly  provided  for  them,  or  in 
some    kind    of  banquetting    manner,    which 
children  are  commonly  more  delighted  with- 
all;  and    for   this   there    needeth   no   further  The   master 
direction  then  to  say,  that  it  concerneth  the  at  ease 
Master  at  such  times  to  be  cheerfull  and  free   ^^^'^"  ^'^^ 
in  entertainment  of  his  Scholars  (whether  at  P'P'^ 


(3H) 

his  own  house  of  elsewhere)  and  to  see  that 
they  keep  such  order  and  moderation  (espec- 
ially in  drinking)  that  it  may  rather  be  a  re- 
freshment and  encouragement  to  them  (as 
it  is  indeed  intended)  then  any  occasion  of 
distemper  or  debauched  behaviour  amongst 
them.  And  after  thanks  given  to  God  for 
his  mercy  towards  them,  in  that  particular 
expression  of  joy  and  rejoycing  one  with 
another,  the  Scholars  should  all  goe  together 
into  the  fields  to  take  a  little  more  liberty  of 
Recreation,  then  ordinary;  yet  with  an  especial 
regard,  that  they  catch  no  cold,  or  otherwise 
endanger  their  bodies. 

In   London,   and   most  other   places,   the 
usuall    manner    remaineth    of   Breaking   up 
jT  i-j  Schooles  (for  a  time  of  intermission  of  Studies, 

and  visiting  of  friends)  about  a  week  before 
Christmas,  Easter  and  Whitsuntide,  till  the 
week  following  those  holy  dayes  begin,  at 
which  time  every  scholar  bringeth  something 
to  the  Master  as  a  token  of  his  own  and  his 
Parents  gratitude,  for  his  care  and  love 
towards  him. 

Now  that  the  Master  may  also  then  testify 
his  forwardnesse  to  requite  their  courtesies, 
Friendlv        ^^'^  encourage  his  Scholars,  he  should  every 
interchange    Breaking  up  day, 

between  i   Provide  some  fitting  Collation  to  be  im- 

master   and  p^i-fed   and    distributed    by   himselfe    to   his 
^^^^^  Scholars,  who  will  thankfully  take  a   small 


(315) 
gift,  as  a  token  of  more  singular  favour  at  his 
hands,  then  anothers, 

2  Invite  his  Scholars  Parents,  together 
with  such  Gentlemen  and  Ministers,  as  he 
is  better  acquainted  withall,  as  well  to  take 
notice  of  what  his  Scholars  in  every  Form  are 
able  to  doe,  as  to  grace  him  with  their  com- 
pany. 

3  Let  the  Scholars  in  each  Form  be  fur- 
nished with  such  Exercises  as  belong  to  them, 
in  loose  papers,  and  have  all  their  Transla- 
tions writ  fairly  in  their  books,  to  be  ready 
to  shew  to  any  one  that  shall  desire  to  look 
upon  them.  The  higher  Forms  should  en- 
tertain the  Company  with  some  elegant 
La  tine  Comedy  out  of  Terence  or  Plautus, 
and  part  of  a  Greek  one  out  of  Aristophanes, 
as  also  with  such  Orations,  and  Declama- 
tions, and  Coppies  of  several  sorts  of  verses, 
as  are  most  proper  for  celebrating  the  sol- 
emnity of  the  time  at  hand,  and  to  give  satis- 
faction to  the  present  meeting.  The  lesser 
boyes  should  remain  orderly  in  their  formes, 
to  be  ready  to  give  answer  to  any  one  that 
shall  examine  them  in  what  they  have  learnt, 
or  would  know  what  they  are  able  to  per- 
form. 

This,  as  it  will  be  an  encouragement  to  the 
Scholars  to  go  on  cheerfully  at  their  books, 
so  will  it  be  an  endearment  of  their  friends 
to  the  Master,  and  a  meanes  to  preserve  the 


(3i6) 

credit  of  the  Schoole  against  all  virulous 
aspersions,  that  are  apt  causelessly  and  too 
often  to  be  cast  upon  it,  by  unworthy  and 
illiterate  persons. 

It  were  necessary  that  such  orders  as  you 
Fines  would  have  your  Scholars  duely  to  observe, 

and  the  mulct  to  be  undergone  for  every 
particular  default,  were  fairely  written  in  a 
Table,  and  hanged  up  in  some  eminent  place 
in  the  Schoole,  that  every  one  may  at  any 
time  take  notice  of  them,  and  learn  more 
readily  to  conform  to  your  DiscipHne.  I 
had  thought  here  to  have  added  another 
sheet  or  two  concerning  School-orders,  and 
Scholars  more  decent  Behaviour;  but  con- 
sidering the  present  haste  of  the  press  in 
finishing  the  work,  and  fearing  lest  this  little 
Book  should  swell  to  too  great  a  Bulke,  I 
choose  rather  to  deferre  them  till  another 
opportunity.  For  whitest  I  intend  onely  to 
give  a  few  directions  to  the  lesse  experienced 
for  the  better  ordering  of  Grammar  Scholars; 
I  have  run  over  most  of  the  most  consider- 
able matters  which  concern  the  managing 
of  a  Schoole.  Which  a  man  that  is  constant 
to  his  employment,  loving  towards  children, 
discreet  in  his  behaviour,  a  well  grounded 
Scholar,  and  an  honest  Christian,  desirous 
to  serve  God  cheerfully  in  the  calling  of  a 
Schoole  Master,  may  undoubtedly  perform 
without  any  extraordinary  toyle  or  disturb- 


(317) 
ance,  either  of  mind  or  body.  God  in  his 
mercy  enable  me,  and  all  that  labour  in  this 
necessary  profession  to  presevere  in  our  duty, 
what-ever  discouragements  may  seem  to 
attend  it. 


CHAP.  XI 

OF  THE  METHOD  OF  TEACHING,  WHICH  WAS 
USED  IN  ROTHERHAM  SCHOOLE  BY  MR. 
BONNER,  AN  EXPERIENCED  SCHOOLE  MAS- 
TER THERE,  WHO  WAS  THENCE  CHOSEN 
TO   CHESTERFIELD,    WHERE    HE   DIED. 


Hoole  has 
been    show- 
ing the 
common 
practice, 


e.  g.,  of  his 
own  pred- 
ecessor 


That  none  may  sensure  the  Discovery 
which  I  have  made  to  be  an  uncouth  way  of 
Teaching,  or  contrary  to  what  had  been 
aforetime  observed  by  my  predecessors  at 
Rotherham  Schoole  (which  is  the  same  that 
most  Schoole-Masters  yet  use)  I  have  hereto 
annexed  their  method,  just  at  I  received  it 
from  the  mouth  of  some  Scholars,  who  had 
been  trained  up  therein  all  their  time  at  that 
Schoole,  and  thence  sent  to  the  University; 
before  I  came  thither  to  be  Master. 

The  custome  was 

I  To  enter  boyes  to  the  Schoole  one  by 
one,  as  they  were  fit  for  the  Accidents,  and 
to  let  them  proceed  therein  severally,  till  so 
many  others  came  to  them,  as  were  fit  to  be 
ranked  with  them  in  the  form.  These  were 
first  put  to  read  the  Accidents  and  afterwards 
made  to  commit  it  to  memory;  which  when 

(318) 


(319) 

they  had  done,  they  were  exercised  in  con- 
struing and  parsing  the  examples  in  the  Eng-  -  ^^^ 
hsh  Rules,  and  this  was  called  the  first  form; 
of  which  it  was  required  to  say  four  Lessons 
a  day;  but  of  the  other  forms,  a  part  of  a 
Lesson  in  the  forenoon,  and  a  Lesson  onely 
in  the  after. 

2  The  second  form  was. 

First,  To  repeat  the  Accidents  for  Parts,   ^^^nd 

Second,  To  say  fore-noons  Lessons  in 
Propria  quae  maribus;  Quae  genus,  and  As  in 
praesenti,  which  they  repeated  memoriter, 
construed  and  parsed. 

Third,  To  say  an  after-noons  Lesson  in 
Sententiae  Pueriles,  which  they  repeated  by 
heart,   and   construed   and   parsed. 

Fourth,  They  repeated  their  tasks  every 
Friday  memoriter,  and  parsed  their  Sentences 
out  of  the  English. 

3  The  third  form  was  enjoyned  first  to 
repeat  tw'o  parts  together  every  morning, 
one  out  of  the  Accidents,  and  the  other  out 
of  that  forementioned  part  of  the  Grammar, 
and  together  with  their  parts  each  one  was 
made  to  form  one  person  of  a  verb  Active  in 
any  of  the  four  Conjugations. 

Second,  Their  fore-noons  Lessons  were  in 
Syntaxis  which  they  used  to  say  memoriter, 
then  to  construe  it,  and  parse  onely  the 
words  which  contain  the  force  of  the  Rule. 


Third 
form 


(32o) 

Third,  Their  forenoons  Lessons  were  two 
dayes  in  iEsops  Fahles  and  other  two  dayes 
in  Cato;  both  which  they  construed  and 
parsed,  and  said  Cato  memoriter. 

Fourth,  These  Lessons  they  translated 
into  English,  and  repeated  all  on  Fridayes, 
construing  out  of  their  Translations  into 
La  tine. 

4  The  fourth  forme  having  ended  Syn- 
Fourth  taxis,  first  repeated  it,  and  Propria  quae 
form              maribus,   &zc.,  together  for  parts,  and  formed 

a  person  of  a  verb  Passive,  as  they  did  the 
the  Active  before. 

Second,  For  Lessons,  they  proceeded  to 
the  by-rules,  and  so  to  Figura  and  Prosodia. 

Third,  For  afternoon  Lessons  they  read 
Terence  two  dayes,  and  Mantua n  two  dayes, 
which  they  translated  into  English,  and  re- 
peated on  Fridayes  *as  before. 

5  The  fifth  forme  said  on  part  in  the 
Fifth             Latine  and  another  in  the  Greek   Grammar 

together. 

Second,  There  fore  noons  Lessons  were 
in  Butler's  Rhetorick,  which  they  said  mem- 
oriter, and  then  construded,  and  applyed  the 
example  to  the  definition. 

Third,  There  after-noons  Lessons  were 
2  days  in  Ovids  Metamorphosis,  and  2  days 
in  TuUies  Offices,  both  which  they  translated 
into   Enjjlish. 


form 


(321) 

Fourth,  They  learned  to  scan  and  prove 
verse  in  Flores  Poetarum,  and  repeated  their 
weeks  work  on  Fridayes,  as  before. 

6  The   sixth   forme   continued   their  parts 

in  the  Greek  Grammar,  and  formed  a  verb  ^^^^^ 
active  at  every  part.  °^™ 

Second,  They  read  the  Greek  Testament 
for  forenoones  Lessons,  beginning  with  saint 
Johns  Gospel. 

Third,  Their  afternoones  Lessons  were  two 
days  in  Virgil,  and  two  dayes  in  Tullies  Ora- 
tions. They  construed  the  Greek  Testament 
into  Latine,  and  the  rest  into  Englith. 

7  The   seventh   forme   went  on  with   the 
Greek  Grammar,  forming  a  [at]  every  part  fo^j-m'^ 
a  Verb  Passive,  or  Medium. 

Second,  They  had  their  fore-noones  Les- 
sons in  Isocrates,  which  they  translated  into 
Latine. 

Third,  Their  after  noon  Lessons  were  2 
dayes  in  Horace  and  2  days  in  Seneca's 
Tragedies;  both  which  they  translated  into 
Enghsh. 

8  The  eight  forme  still  continue  their  parts 

in  the  Greek  Grammar.  Eighth 

Second,  They  said  fore-noones  Lessons  in 
Hesiod;  which  they  translate  in  to  Latine,  and 
afternoones  Lessons  in  Juvenal,  and  after- 
wards in  Persius,  which  they  translated  into 
English, 


Ninth 
form 


Hoole 
criticises 
what  he 
found 


led  to  his 
writing 
his  book 


(322) 
9  The  ninth  and  highest  forme  said  morn- 
ing parts  in  the  Hebrew  Grammar,  afternoons 
Lessons  in   Homer,   and  afternoons  lessons 
in  some  Comical  Authour. 

Thus  when  I  came  to  Rotherham  I  found 
two  or  three  sorts  of  boyes  in  the  Accidents, 
and  nine  or  ten  several  formes,  where  of  some 
had  but  two  or  three  Scholars  in  it;  and  one 
of  these  forms  also  was  not  very  far  from  that 
which  was  below  it.  So  that  I  being  to  teach 
all  myself  alone,  was  necessitated  to  reduce 
them  to  a  lesser  number,  and  to  provide  such 
helps  for  the  weaker  boyes,  as  might  enable 
them  to  go  with  the  stronger. 

Besides,  observing  how  barren  the  Schol- 
ars were  of  proper  words  and  good  phrases, 
with  which  their  present  Authours  did  not 
sufficientl}^  furnish  them  for  speaking  or 
writing  Latine,  I  was  enforced  to  make  use 
of  such  books  amongst  the  rest,  as  were  pur- 
posely made  for  that  end,  and  having  at  last 
brought  the  whole  Schoole  into  a  good  method 
and  order,  so  that  the  Scholars  learned  with 
profit,  and  I  taught  them  with  much  ease 
and  delight;  I  was  persuaded  to  write  over 
what  I  had  done,  that  I  might  leave  it  as  a 
pattern  for  him  that  succeeded  me  and  this 
was  the  ground  work  of  my  Discovery. 

The  manner  of  giving  Lectures  before  I 
came  was 


(323) 

1  For    the    highest    boyes    in    the    eighth 

forme,  to  give  Lectures  to  all  the  lower  formes,  monitorial 
each  his  week  by  tiirnes.  system 

2  The  highest  Scholar  in  the  Schoole, 
gave  Lectures  to  the  Second  form. 

3  Those  in  the  highest  form  were  com- 
monly left  to  shift  for  themselves. 

The  manner  of  the  Masters  hearing  Les- 
sons was   this 

1  The   highest  boy  in   the   form  at  their 

1    1  •      T  The  rla^"?- 

commg  to  say,  construed  his  Lesson  two  or       Ih  T 
three  times  over,  till  he  was  perfect  in  it,  that 
his  fellowes  might  all  learn  by  him,  to  con- 
strue as  well  as  he;  then  every  one  construed 
according  to  the  order  in  which  he  stood. 

2  They  parsed  their  Lessons  in  that  order, 
that  they  had  construed  it  in. 

3  They  translated  every  day  after  the 
Lesson  and  shewed  it  altogether  fair  written 
on  Fridays. 

Their  exercises  were  these : 

1  The  four  lowest  formes  translated  at 
vacant  times,  out  of  some  English  book.* 

2  The  higher  formes,  having  a  subject 
given  them  every  Saturday,  made  Themes 
and  Verses  upon  it,  against  that  day  seven 
night.* 

*  Difficult  exercises,  and  showing  how  much  in- 
fluence the  classical  standards  of  education  had  ob- 
tained in  secondary  schools. 


Hoole's 
amend- 
ments 


(324) 

The  manner  of  collecting  phrases  was  that 
every  Friday  in  the  afternoon,  the  boyes  in 
the  highest  form  collected  phrases  for  the 
lowest  formes,  out  of  their  severall  Authours, 
which  they  writ,  and  committed  to  memory 
against  Saturday  morning. 

The  set  times  for  Disputations,*  were 
Fridayes,  and  Saturdayes  at  noon,  and  the 
manner  thus;  one  boy  answered  his  day  by 
course,  and  all  his  fellowes  posed  him  out  of 
any  Authour,  which  he  had  read  before. 

A  part  of  Thursday  in  the  afternoon,  was 
spent  in  getting  the  Church  Catechisme,  and 
the  the  fixed  principles  of  Christianity  made 
by  M^.-    Perkins. 

Finding  this  method  (which  is  used  also  in 
most  Grammar  Schooles)  to  concurre  in  the 
main  grounds  with  that  which  I  had  been 
taught  at  Wakefield,  but  not  to  be  so  plain 
an[d]  easie,  as  that  was  to  children  of  meaner 
capacities;  I  began  to  seek  (not  so  much  to 
alter  any  thing  as)  to  supply  what  I  saw  de- 
fective in  it;  having  these  and  such  like  con- 
siderations often  in  my  mind. 

1  Though  every  man  liketh  his  own  meth- 
od best,  yet  none  ought  so  far  to  be  conceited 
of  his  own,  as  not  to  search  after  a  better  for 
the  profiting  of  his  Scholars. 

2  Though  one  constant  method  must  dili- 
gently be  observed,  yet  triall  may  be  made 

*  See  note,  p.  281. 


Reforms 


(325) 
of  another  at  fit  times,  so  it  be  done  without 
an/  distraction  to  the  Master,  or  hinderance 
to  his  Scholars. 

3  A  new  course  of  teaching  must  not  be 
brought  in  suddenly  upon  Scholars,  that  have 
been  long  trained  in  a  worse,  but  by  degrees. 

4  Some  modern  Schoole-masters  seem  to 
have  gained  a  far  more  easie,  and  nearer  way 
of  teaching  then  many  of  the  more  ancient 
seemed  to  have. 

5  Mr.     Brinsley  seemeth  to  have  made  a 
Discovery   of  a   more   perfect  method,   then  ^j^eady' 
was  in  his  time  used,  or  is  yet  generally  re-  proposed 
ceived.     Mr.-     Farnaby,    M"".-     John    Gierke 

and  some  others;  but  M^.-  John  Conienius 
hath  lately  contrived  a  shorter  course  of 
teaching,  which  many  of  late  endeavour  to 
follow;  and  others  have  more  contemplatively 
writen  what  they  have  thought  of  learning 
the  Latine  tongue  in  the  easiest  manner. 

6  That  for  me  it  would  not  be  amisse,  by 
imitating  these  and  others,  of  whose  learning  Hoole   adds 
and   dexterity   in   teaching   I    had   got  some   ^^^  fruits  of 
little  experience,  and  observing  the  severall   P^^^^"^^' 
tempers  and  capacities  of  those  I  taught,  to 
endeavour   to    find   out,   and    continue    such 

helps,  as  might  make  the  most  generally  re- 
ceived method  of  teaching  by  Grammar, 
Authours,  and  Exercises,  more  briefe  in 
itself,  and  more  easie  and  delightfuU  to  the 
Teacher  and  Scholar,  And  for  what  I  have 


Understand- 
ing in 
children 


A  sure 
foundation 


"Simple 

before 

complex" 


Words    and 

rules  by 
experience 


Empirical 

before 

"rational" 


(326) 

done    in   this   kinde    these   Arguments   were 
especiall  inducements.     That 

1  It  is  not  onely  possible,  but  necessary  to 
make  children  understand  their  tasks,  from 
their  very  first  entrance  into  learning;  seeing 
they  must  every  one  bear  his  own  burden, 
and  not  rely  upon  their  fellowes  altogether 
in  what  thev  doe. 

2  It  is  possible  and  meet  for  every  teacher 
so  to  ground  his  Scholars,  as  that  change  of 
Master  may  not  much  hinder  their  progress 
in  learning. 

3  Things  most  familiar  and  obvious  to 
the  senses  are  first  to  be  learned,  and  such 
as  may  be  an  easie  step  towards  those  which 
are  next  to  be  attained. 

4  The  most  vocabula's  and  phrases  of 
ordinary  discourse,  n'lay  and  ought  to  be 
taught  together  with  the  La  tine  Grammar, 
and  the  lowest  sort  of  Schoole-Authours, 

5  Boyes  ought  to  know  the  meaning  and 
how  to  make  use  of  each  Rule,  as  they  learne, 
yet  so  as  not  they  be  forced  upon  under- 
standing of  it.* 


*  Note  the  similarity'  of  these  principles  to  those 
announced  by  Herbert  Spencer  as  the  laws  of  mental 
evolution.  The  editor  has  elsewhere  shown  that 
Mulcaster,  the  first  Englishman  who  consciously 
applied  psychological  principles  to  education,  an- 
nounces similar  laws.  Educational  Theories  in  Eng- 
land, p.  31-3.     See  also  pp.  35,  39,  40,  132. 


(327) 

6  The  most  useful  books  ought  to  be  read, 
and  may  be  taught  after  one  manner  in 
every  Grammar  Schoole. 

7  Children  must  be  furnished  with  store 
of  matter  and  able  to  write  a  good  style,  and 
shewed  how  to  imitate  their  Authours  for 
making  Exercises  before  they  be  put  to  use 
their  own  inventions. 

8  It  is  tyranny  in  the  Master  to  beat  a 
Scholar  for  not  doing  that  which  he  knoweth 
not  how  to  goe  about;  so  that  he  must  first 
know  him  to  be  well  able,  and  then  he  may 
more  justly  punish  his  neglect. 

9  Many  young  Schoole-Masters  are  more 
pusled  about  frameing  to  themselves  a  good 
method,  then  toyled  in  the  exercise  of  teach- 
ing Schoole. 

10  No  man  ever  had  such  an  acute  and 
direct  method,  but  another  able  Scholar 
might  observe  and  follow  it. 

11  Many  Masters  that  are  excellent  in 
perfecting  Scholars,  have  not  the  patience  to 
ground  them,  and  many  that  have  the  skill 
to  ground  a  Scholar  well  in  his  Rudiments 
are  not  of  ability  to  bring  him  on  to  perfec- 
tion in  Grammatical  Exercises. 

12  In  man/  Schooles  one  Master  alone 
beareth  the  whole  burden  of  teaching  with- 
out any  help  of  an  Usher. 

13  Every  one  that  teacheth  a  Grammar 
Schoole,  is  not  able  to  make  a  right  choyce, 


Uniformity 
of  practice 


Matter 
before  form 


The  place  of 
"method" 


Diversities 
of  gifts 


training 


(328) 

nor   knoweth   he   the    true    use   of   our   best 
classical   Authours. 
P    .  .  14  It  is  a  prime  part  of  a  Schoole-Master 

to  instruct  his  Scholars  well  in  the  principles 
of  Christian  Religion,  and  to  make  them 
acquainted  with   the   holy   Scriptures. 

15  It  is  an  utter  undoing  of  many  Scholars, 
to  be  sent  ungrounded  to  the  Universities; 
and  Parents  are  generally  unwilling  to  have 
their  children  tarry  long  at  the  Schoole,  and 
therefore  it  is  good  fur  Masters  to  make  use 
of  the  shortest  and  surest  way  ot  teachino-.* 

16  It  is  very  necessary,  and  hath  been  ever 
wished  that  some  of  our  most  famous  and 
best  Schoole-Masters  would  for  the  benefit 
of  others  set  themselves  on  work  to  finde  out, 
and  publish  the  exactest  method  of  teaching, 
which  might  be  generally  received,  till  a 
better  were  knowne;  for  by  that  meanes  they 
should  doe  much  good  to  the  Church  and 
Commonwealth,  and  somewhat  herein  ad- 
vantage themselves,  seeing  every  Parent  will 
be  willing  to  have  his  son  taught,  by  one 
whom  he  knoweth  to  be  constantly  dilligent 
in  a  good  way  of  teaching. 

And  the  hopes  that  I  conceived  hereby  to 
provoke  my  betters,  hath  especially  encour- 
aged me  (at  last)  to  yield  to  my  friends  im- 

*Hoole  has  won  his  spurs,  and  his  evident  earnest- 
ness altogether  countervails  the  slight  traces  of  self- 
advertisement  in  some  of  these  "arguments". 


(329) 
portunity  in  setting  down  this  method  of 
Teaching,  and  writing  down  also  this  forme 
of  Schoole  Government,  which  I  heartily 
commend  to  Gods  heavenly  blessing,  and 
the  candid  censure  of  the  more  judicious, 
hoping  that  as  I  intend  chiefly  the  generall 
good,  so  none  will  requite  me  with  malicious 
obtrectation  which  if  any  shall  doe  I  charitably 
pray  for  them  before  hand  that  God  would 
for  Christs  sake  forgive  them,  and  grant  that 
I  may  not  heed  what  they  write  or  say  con- 
cerning me,  or  my  labours  so  as  to  be  dis- 
couraged in  my  honest  endeavours  for  the 
publick  service. 

Ao^a  iv  vy}riaoi<;    dew,   kuI   eVt  yij^    elprjvrj,  iv 
av6pQ)7roi<;  evhoKia'  Xovk,  /S.  l8. 


INDEX 


Note — Hoole  was  a  poor  speller;  he  mentions  Melanchthon  four  times  and 
spells  the  name  in  three  different  ways,  all  wrong.  So  the  names  of  authors  and 
text-books,  while  given  in  the  text  as  he  printed  them,  are  given  here  as  spelled  by 
the  best  authorities,  including  the  11th  edition  of  the  Encyclopaedia  Britannica, 
Watts's  fine  "Bibliotheka  Britannica"  (1824),  and  especially  Foster  Watson's  "The 
English  grammar  schools  to  1660"  (1908),  noted  for  its  descriptions  of  text-books. 
The  dates  after  an  author's  name  are  those  of  his  birth  and  death;  the  date  after  a 
book  is  that  of  the  earliest  known  edition. 


A  New  Discovery  1 
a-b-c  method  34,  50 
Abecedarium    (1552)    209 
Abelard,  Peter  (1079-1142)  xiii 
abbeys  demoloshed  247 
abbreviations  in   Accidents    77-9 
abest   257 

Accidents  (1513)  16,  56,  58.  61,  76, 
86,  282,  318,  319,  322 

and  children  83 

first  half-year's  work  101 

full  of  abbreviations  77-9 

how  taught  88 

moral  purpose    107 

Posing  of,  Brinsley  112,   173 

time  required  110 
acoustics   221 
acted  plays  315 
acting   180 
Adages,    English    23,    209 

Erasmus  (1599)  22,  208 
Adagia  Selecta  (1616)  22,  208 
Adams,    gift  to   grammar   school 

309 
adjective  analysis  143 

comparison   92 
admission  of  pupils  264 


adsum  257 

adult  pupils  81,  162 

adverb  analysis  146 

Aeliani  (160-222)   Historiae  Varx- 

ae  (1545)  21,  207,  208,  213 
aequis  passibus  82 
Aerarium  Poeticum  (1647)  23,  212 
Aesop    (600-560),  Fables  18,  136, 

164,  208,  320 

aper  et  vulpes  124 

from  the  Greek  207,  213 

Hoole's  Translation   124 

how  taught  139 

into  verse  192 

solid  learning  123 

specimen    translations    123-7 
Aetheopic  language  217 
affability  252 
age  of  pupils  xxvii,  29,  30,  43,  53, 

87,  101,  131 
Agricola,     Rodulphus     (1443-85) 

210 
Alciati,  Andrae  (1492-1550),  Ent- 

blemata  (1535)  20,  22,  192,  208 
Alcuin  (735-804)  xiii 
Alexander    the    Great    (356-23) 
xiii,   237 


(331) 


(332) 


Alfred  the  Great  (848-900)  7 
all  sorts  of  children  239 
alliterative  method  39 
alphabet   31,   33 

method  51 

wheel  38 
alphabetical  selections  280-1 
alternatim  287 
alternation  of  studies  259 
Alvarez,  Emanuel    (1526-82)    25, 

173 
American  exhibits  277 

system  viii 
Amoma  215 
anagrams  221 
analysis  of  adjectives    143 

of  adverbs  146 

of  grammar  172 

of  parts  of  speech  142 
ancient  languages  xxiv 
anger  repressed  251 
anglicisms  195 

avoided    117 

Willis  (1655)   20,  23,   188,   195, 
209 
Anglo-Latin  19,  23,  164,  173,  209, 

212 
Anhalt-Kothen,   Prince   236 
Anisse's  Phrases  23 
annual  school  feasts  313 
Ansonius  Popma  25 
antiquaries  309 


Apophthegmata    Carolina    208 

Erasmus  (1532)   23,  208 

Lycosthenes   (1555)    23 

Posselius  (1595)  22,  204 
Arabic,  orations  in  217 
arbitrary  discipline    252 
Aristophanes    (448-385)    24,    218, 

223,  315 
Aristotle  (384-322)  7 

q  42,  82 
arithmetic    xxvi,    xxxiii,    56,    61, 

236,  258,  304 
Armenian  language  217 
arrangement  of  classes  269 

of  rooms  240 
art  of  poetry  212 
Artis  Poeticae  Compendium  (1647) 

23,  212 
arts  309 

As  in  presenti  108,  112-9,  319 
Ascham,     Roger     (1515-68)     The 

Scholemaster  (1570)  xx,  16,  84, 
183,  273 

double  translation    171 

emulation    66 

letters  25,  189 

q   118,   122 
Assembly's  Catechism  (1654)   17, 
18,  19,  118 

in  Latin  and  Greek  195,  212 
attendance  256-7 


Aphthonius,    Aelius    Festus     (3d   attention  to  one  another  274 
century  A.  D.)    Progymnasmata   Audoeni,  Joannis  Epigrammaium 
(1508)  21,  202,  210,  221  (1606)    192 

apparatus  242  Augustine,  St.   (354-430)  Medita- 

apparel,  pupils  244  tions  123 

appeal  to  founders  237,  249,  309        Soliloquies   (1484)    18,    123 


(333) 

Authores     Grammaticale    Antiqui  Bible  read  after  six  weeks  43 

25,  173  Bibliotheca  Scholastica  (1633)   22, 

authority  251  208,  209 

average    children    29  bill,  monitor's  291-4 

Aviani  Clavis  Poeseos  Sacrae  217  BilHi   [Jacques    de    Billy]    (1535- 

Bacon,    Francis    (1561-1626)    xx,  81)     Locutionum    Graecarum 

xxiv,  xxix,    164,   236  (1578)     22,   204 

de  Sapientia    Veterum   20,    194  Biographical  Account  of  Educa- 

q  42  tion  in  England   16 

Balfour,  A.  J.  (1848-)  q  311  birchen  rod  preferred  295 

Barclaii  Orationes  26,  221  Bird,  John  Groimds  of  Grammar 

Bardeen,  C.  W.  45,  79  (1639)  19,  173 

Barnard,    Henry    (1811-1900)    13  Birket,  Catechism  24,  221.  224 

Baret,  John,  An  Alverie  or  Triple  Bisetus,  on  Aristophanes  218 

Dictionarie  (1573)  23,  209  blister  on  the  hand  295 

bashfulness  181  Blount,    Thomas   The    Academic 

Bathurst,  Dr.  62  of  Eloquence   (1654)    19,    174 

Baudius,    Dominic       (1561-1613)  Board  of  education,  England  303 

Orationes  26,  221  boarding-pupils  233,  244 

Beckman,  de   Originibus  Latinae  Boccacio,    Giovanni    (1313-75) 

Linguae  25,   181  206 

behavior  recorded  292  Bond,  John  Annotationes  in  Poe- 

bend  to  child's  capacity  83  mata  Quinti  Horatii  (1606)    219 

Benedictus,  on  Pindar  218  Bonner     Mr    318 

Bernard,  John,  The  Independanfs  bookcases  241,   308 

Catechism   (1645)    110  .      i  r  o^i     o^t 

^         '         .  ^   books,  care  of  241,  307 

best  scholars,  worst  writmg  306       ^^^^  ^^^  299 

Beza,  Theodore  (1519-1605)  Em-    „       ,  ,      ^ 

blems  (1599)   208  Boothby-Pagnall  3 

Bible    16,   51-2,   64,   67.   76.    118,  ^°^^^    ^°^    ^^°^^  "^^ 

119,   122,  129,  136,    163,  172,  ^oy  for  the  school  216 

216,   285-90  breaking-up  day  314 

at  home  287  Breviarum  Graecae  Linguae  24 

EngHsh,  Latin,  Greek  285  Brinsley,  John   (1600-65)   xxxvii, 
given  away  310  172,  183,  325 

history  of  286  Consolation   for   Grammar 

Memorale  Biblicum  286  Schools  (1622)   34,  129,  258 

Paget's  History  of  (1613)    286        Ludus  Liter arius  (1612)   34,268 


(334) 


Brinsleyjohn  Pueriles  Confahula- 
tionculae  (1617)  17,  116,  118 
Posing    of    the    Accidents  112, 
173 
Brownelwoe,  Sir  Wm.  4 
Buchanan,  George  (1506-82)  Para- 
phrasis  Psalmorum  (1567)     19, 
165,   195 
Buchlerus,  John  Thesaurus  Cons- 
cribendarum   (1636) 
Laconicus  Epistolarum  Thesau- 
rus (1623)   20,   188 
Synonyma    Virgiliana  23,     212 
Budaeus  [Bude,  Guillaume]  (1467- 

1540)   222 
building  for  schools  240 
Bureau  of  education,  U.  S.  xxxi, 
Burley,  Grammar   19,    173 
Busby,     Richard     (1606-95)   204, 
237 
Greek  Grammar  (1647)   20,  21, 
175,  201 
Butler,   Charles   (1559-1647)    174, 
208 
Rhetoric   (1600)   320 
Buxtorf,    Johannes     (1564-1629), 
Hebrew  Epitome  (1600)   24,  25, 

215,  216,  217 
Lexicon  (1607)   216,  217,  225 
Thesaurus   (1609)    26,    217 
Caesar,  Gaius  Julius  (102-44)  164, 
208 
Commentaries  (51-48  B.C.)  21, 
205,  213 
Calfe   grammar    school  309 
Callibepeia    (1613)    23,    209 
calligraphy     306.     See     penman- 
ship 


Cambridge    wranglers     281 
Camden,    William    (1551-1623) 
Greek  Grammar  (1597)   18,  21, 

24,  175,    196,    225 
capacity  of  pupil  xviii,  82,  270 
capitalization   151 

capping   books  280 

Captus  279 

Carolina  Apophthegmata  208 

Castillion,  Sebastion    (1515-63) 

Dialogi   Sacri    (1543)    18,    129, 
150 
Castilion,    Praelectiones  204 
casual  130 

catechetical  doctrines  288 
catechism  57,   324 

Assembly  (1647)  17,  18,  19,  118 
in  Latin  and  Greek   195,  212 

Bernard   110 

Birket  24,   221,   224 

church    (1549)    in   Hebrew  224 

Harmar's    translation   195 

in  Greek  221 

in  Hebrew  221,  224 

Novell  (1570)   21,213,221,224, 
287 

on   Saturday  276 

Palatinate  (1563)   213 

Parvxts  Hebraicus   (1574)   24 
Catineus  210 

Cato,    Marcus    Porcius    (234-149) 
17,    118,    320 

Distichs  (1483)  xxxvi,  115,  226 
Caussin,  Nicholas  (1580-1651)   22, 

25,  174,  201,  208 
Grantmatica  22 

Symbolic  a  Aegyptioruni  Sapien- 
tia    (1618)    208 


(335) 


Cauterus  218 

Ceporinus,   Jacobus    Grammatica 

(1541)   22,  201 
Cerapline  218 
Cerda,    John    Lewis    (1621-4)    on 

Virgil  207 
Chaldean    language   217 
Chapman,   George    (1559-1634) 

Homer  218 
Charlemagne     (742-814)     xiii 
Chartarius,       Imagines      Deorum 

(1581)   208 
cheerful  learning  33 
cheerfulness  253,  313 
Cbeiragogia  211 
children  and  Accidents  83 
capacity  xviii,   82,  83 
compared    with    adults  33,    81 
imperfections   13 
study  of  33,  83,  217 
choosing    sides  268 
Christ-cross-row  33 
Christian-like     conversation  252 
Christians  and  Heathen  296 
Christmas  holidays  314 
Chrysoloras,   Manuel    (1355-1415) 

Erotomata    (1480)   22,    201 
church    catechism  224 
near    school  240 
pupils   seated    together  288 
Cicero,    Marcus    TuIIius    (106-43) 
XX,  164,  177,  186,  221 
Calliepeia    (1613)   23,    209 
de    Senectute   165 
Erasmus's  opinion  of   182 
Ethic  a  23,    208 
letters  25,  165,  182,  183,  189 
translation    183 


Cicero,  offices  320 

orations  24,  220,  223,  321 
q  42,  82 

sentences  (1614)   207,    208 
six    paradoxes  201 
Sturm's  model  182 
style   182 
ciphering  258 

city  suitable  for  school  239 
civil   behavior  236 
Clarke,    John   122 

Dux    Grammattcus    (1633)   206 
Dux  Oratorius  20,    187 
Dux  Poeticus  20,   193 
English  Adagies  23,  209 
Epistolographia  20,    188 
Formula     Oratoriae     (4th     ed. 

1632)    210,   221 
Phraseologia  Puerilis  (1638)  23, 
188,  209 
class-contests  266-7 
in    letter-writing  187 
management  274 
method  65,  99,  323 
vote  267 
class  preparation  76 
reading  192 
rooms  240 
teaching  65 
classes    arranged  269 

size  should  be  40  69,  266 
classics  xxii,    xxiv,    xxix,    328 
classification   227,     243 

by  reading  265 
Clavis  Graecae  Linguae  (1620)  20 
177 

Homerica    (1638)   26,    218 
Poeseos  Sacrae  217 


cleanliness  244  Common     Rudiments     of     Latin 

clemency  296  Grammar  16 

Gierke,    John  325  company    in    learning  265-7 

close    of    school  240  comparison    of    adjectives     92 

cockpit    from    school  247  Compendium    Rhetortcae   19 

colleges,  kinds  of  245  composition   179 

colloquies   128  material  279 
Corderius    (1564)    17,    98,    100,   concordance   103 

117,  118,  128,  164  concrete  methods  xxiii 
Erasmus(15l9)  21,  128,  205,213   conjugations  94-6,    282 

Helvicus   18,    128,    136  conjunctis  vocibus  287 

Scottenius  128  conservatives  xxxv 

Vives   (1539)    128  Consolation  for  Grammar  Schools 

Comenius,  Johann    Amos    (1592-  (1622)   34,    129,    258 

1671)  iii,  vi,  xi,  xx,  xxiii,  xxiv,  consonants  32,    35,    41,   43-5 
xxxv,  55,  99,  122,  172,  236,  325  construction   103,    107,    129,   269- 

class   emulation  268  70,  323 

classes  266  construing-book  7,    18 

Didactica  Magna  (1632)  xv  est  mea  spes   193 

first  great  realist  xxviii  conversational  Latin   107 

/a«MaLtng«amw  (1631)  18,  19,  Cooper,    Thomas    (1517-94)    The- 

21,    55,    126,    136,    164,    171,  saurus  Linguae  Romanae  (1548) 

181,  205,  213,  219  23,   210 

nature  goes  step  by  step  86  Coote,     Edmund,     The     English 

Orbis   Pictus   (1658)    xvi,   xvii.  Schoolmaster  (1596)  43,   162 

xix,  16,  55,  79,  100.  207,  208  Coptic  language  217 

q  84  copied  work  detected  276 

comical  authors  322  copy-books  276,  304,  306 

commendation  vs.  reproof  66,  254,  Cordier,   Mathurin   (1480-1564) 

276  Colloquia  ( 1564)  17, 89,  100. 117, 

Commentaries,   Caesar's   21,    205,  118,  128,  164,  236 

213  corporal  pvmishment  xxiv,  13,  69, 

commentators  309  108,  253,  293,  295-300 

comments    on    scriptures  286  correction  243 

common-place     books   172,     173,  counting  xxvi,  279 

200,  208,  209,  215.  282  course  of  study   195 

vs.  "paper-book"   203  Cramoisy,  S.&  G.   220 

See  also  "construing-book"  7.  18  Creed  288 


(337) 


Crinesius,       Christopher       (1584- 
1629)  Lexicon  26 

critics  309 

cruel     punishment   253 

curiosities   242 

curriculum  xxiv,    195,    213,    223, 
236,  303 

customs,  peculiar  311 

Danes,  John,  A  Light  to  Lillie,  or 
the  better  Teaching  and  Learn- 
ing of  the  Latin  tongue  (1631) 
19,   173,  206 

Danish  barbarism   236 

Dante,  Alghieri   (1265-1321)    206 

dark  room  punishment  300 

de  Senectute,  Cicero   165 

declamations  xxxiv,   284,  315 

declensions  90,  282 

decurion  system  271 

Demosthenes    (384-322)   205 
Sententiae  22,  203,  208 

desks  and  seats  241 
for  declamations  284 

Despauterius,[Van  Pauteren,John] 
(14??- 1 520) ,     Commentarn 
Grammatici  (1537)    25 

detecting  stolen  work  276 

Devarius,  Matthew  de  Graecis 
Particulis  (1588)    22,  204 

devices  in  teaching  35-8 

dialectics,  or  logic  xiv,  xxvii,  281 

dialogues,   Lucian  24,   220,   223 
Dialogi  Castalionis  ( 1 557)  18,  1 29 

150 
Gallico  Anglo- Latini   164 
Sacri  (1543)    18,   129,   150 

dictated  English  translated   207 

dictates  275 


dictionaries   118,    181,  271,  309 

Barret  23,   209 

Buxtorf   (1607)    25,   216,   217 

Cooper  (1548)   23,  210 

Crinesius  26 

Dugard(1661)    176 

English  209 

English  and  Latin  20,  188 

Forestii  26 

Garthius  22,  204 

Higins  209 

Holyoke  (1617)  21 

Hulaet  (1659)   209 

Longolin   218 

Morellii  22,  204 

Paguine  216,  217 

Pasor  (1644)   19,  176 

Rider  181 

Schlinder  (1635)  25,  217 

Schrevelius  (1663)  21,  204,  218 

Trostini  217 

Vechner  (1680)  21,  200 

Withals  (1554)  20,   188 
Dictionarium  Otto  Lingue  164 
Didactica  Magna  (1632)  xv 
Diodorus  Siculus  (1st  cent.  A.D.) 

22,  208 
diphthongs  46 
direct  methods  85,  97,  99 
directed  freedom  251 
discipline  xxxiv,  13,  69,  108,  243, 
293 

to  be  rational  252 
dismissal  67,    257 
disputations     xxxiv,      173,     270, 
279-81,  324 

defined  281 

Stockwood  (1607)   19,  173,  281 


(338) 


distichs  of  Cato  (1483)  xxxvi,  115, 

226 
distinguishing  letters  35 
divinity  309 

division  into  syllables  47 
Doctorum  Flores  208 
double  translation   171,   182 
Doughty,   Robert  7 
Drax,  Thomas,  BibliothecaScholas- 
ttca  (1633)  22,  208,  209 
Calliopeia  (1613)  23,  209 
Drummond,    Henry    (1851-97) 

Ascent  of  Man  iv 
Dugard,  W.(  1605-22)  EngUsh  ru- 
diments of  the  Latin  Tongue 
(1656)  204 
Elementa  Rhetoris   174 
Greek  Grammar  (1656)    175 
Lexicon       Graeci       Testamenti 

(1660)    176 
Lucian's  Dialogues  (1685)    220 
Probation  Book   141,    183,   210 
Dugres,    Dialogi    Gallico    Anglo- 

Lattni   164 
dunces  41 

Dury,  John  (1596-1680)  iii,  v,  vi, 
xi,  xxiii,  XXXV,   72,    236,   259 
Exercitatio  of   Schooling  vii 
Reformed    School    (1650)    viii, 
245,  258 
Dux  Grammaticus  (1633)   206 
Oratorius   (1633)    20,    187 
Poeticus  20,   193 
ear-mindedness  xxiv 
early  schooling  30 
Easter  hohdays  265,  314 
Eastern  languages   237 
Ecclesfield  parish   246 


eclogues   221 

of  Mantuanus  127 

of  Virgil  206 
economics  xxv 
education  and  religion  7 
Edward  IV   (1442-83)   246 
Educational  Review,  Lon.  xxxi 

N.  Y.  xxi 
educational  toys  36 
effective    speech  275 
Egyptian  language  217 
Elegantiae  Pueriles  20,  186 
elementary  degree  249 
Elementa    Rhetorices    18,    21,    24, 

174,  180,  200,  215,  223 
EHzabeth, Queen  (1533-1603)   180, 

237,  247,  273 
emblems,   Alciati    (1535)    20,    22, 
192,  208 

Beza  (1599)  208 

Chartarius   208 

Rensuerus   208 
empirical  before  rational  326 
emulation  66,  202,  277 

Ascham  on  66 

overestimated   266 
Enchiridion  Morale  208 

Oratorium  (1633)  23,  209 

Poeticum  23,   212 
encourage  the  timid   254 
encyclopaedic  learning  236,  239 
England  and  Wales  303 
English  Dictionary  209 

into  Latin  183,  323 

Pedagogy   13 

perfected  75 

reading  241,  264,   265 

rhetoric  19,    174 


(339) 


English  Dictiodary  rules    101 

Schoolmaster,  Cootes  43,  162 

schools  inferior  234-6 

verse  before  Latin   190 
enterers  161 
entertainment  242 
Epictetus  (60  A.D.— )  21,  213 
epigrams  221 

Famaby  (1629)  20,  21,  192.  207, 
213 
epistles  171,  178 

Ascham  25,   189 

Cicero  25,  165,  182,  183 

de  Conscribendis  20,  188 

Erasmus  25,  189 

in  Latin  184-6 

Lipsius  25,  189 

PUny  25,  189 

Politian  25,    189 

Seneca  25,  164,  189 

Symmachus  26,  221 

Textor  19,  171,  211 

Turner  25 
Epistotographia,  Clark  20.    188 
epithalamia  221 
Epithets,  Testor  212 
epitomes,  Buxtorf  24, 215,  216,  217 
Erasmus,  Desiderius   (1466-1536) 
XX,  124,  206 

Adagia  (1500)  22,  208 

and  Cicero  182 

Apophthegmata   (1532)    23,   208 

Colloquies  (1519)  21,   128,  205, 
213 

de    Conscribendis    Epistolis    20, 
188 

de     duplici     Copia      Verborum 
(1511)  20.  187 


Erasmus,  de  Moribus  (1532)  63 

de    Ratione    Institttendi    Disci- 
pulos   180 

letters  25,  189 

q  42 
errors  in  recitation  244 
est  mea  spes  104  ways  193 
Ethiopic  language   217 
Ethica  Ciceronia  23,   208 
Eton  school  240 
etymology  80 

Euripides   (480-406)    24,    223 
Eustathius    (12th    century   A.D.) 

on  Homer  26,  218 
Evans,  Roger  302-3 
exaggerations  of  punishment  298 
Examinatio  Latinae  Grammaticae 

160,  282 
examinations  xxxiv,  243 

paired  for  270 
exclusion  day  311-3 
excuses,  from  parents  257 
Exercitatio  of  Schooling  vii 
exercises  268 

displayed  315 

penmanship  300,  304 
exhibits  of  pupils  work  245,  277, 

312 
experienced  teachers  246 
experiments  in  method  324-5 
expulsion  298-9 
extempore  Latin  orations  221 
eye-authority  241 

mindedness   xxiv 
fables  see  Aesop,  Phaedrus 
Fabritius,  Elegantiae  Pueriles  20, 
186 


(340) 


Famaby,  Thomas  (1575-1647)  208 

235,  325 

employed    writing   master    305 

EpigrammaUim       Graecorum 

(1629)    20,   21,    192,   207,  213 

Florilegium    Phrasicon    (1659) 

23,   209,   212 
Formulae  Oratoriae  (1633)   210 
Systema    gramntaticum     (1641) 

19,  173 
Index  Poeticus  211 

Rhetoricus  (1633)   174,  208 
Notes  in  Horace  219 
Juvenal  (1612)  219 
Lucan  (1618)  220 
Martial  (1615)  220 
Virgil  (1634)  207 
Phraseologia   Anglo- Latina   23, 
209,   212 
ferula  69 

birchen  rod  better  295 
fewer  schools  but  better  249 
figures  of  speech    174,    190,    210, 

274,  320 
fighting  among  boys  294 
fines  299,  316 
finish  what  is  begun   189 
fitness  of  teachers  59 
five  organs  of  speech  3 1 
Flares  Doctorum  208 

Poetarum   (1480)    23,    211,   321 
Florilegium       Phrascion      (1629) 

23,  209,  212 
fluency,  Erasmus  on   187 
folding-doors  240 
follow  nature  84 
Forestii  Lexicon  26 
form  a  centre  of  interest  303 


forms  214,  235,  243,  265,  319-22 
formulae  loquendi  quotidianae  283 
foimdation  to  be  guarded   246-8 

to  build  on  137,  326 
founders,  appeal  to  237,  240,  249, 

309 
founding  of  schools  xxxiv,  59,  231 
France  xiv 
Franklin,       Richard      Orthotonia 

(1630)  21,  200 
free  scholars  60,  62 

schools  xxxiv 

text-books  to  poor  308 
freedom  to  leave  the  room  68,  101, 

259-60 
French  ix 

boys  in  English  schools  283,  284 
Friday  disputations   279 

reviews  278,  319,  320 

to  Friday  291 
Froebel  xxvi,  13,  30,  31 
Fronte,  Cornelius  181 
fuel  242 

Gallico  Anglo   Latini  Dialogi  164 
garden,  orchard  and  240 
Gargantua  275 
Garthii  Lexicon  22,  204 
Gaza,  Theodorus  (1400-75)  Gram- 

matica  (1495)  22,  201 
gender  111 
geography  xxv 
geometry  xxv 
George  Junior  Republic  268 
Gerard,   John    (1582-1637)    Medi- 
tations  (1633)    18,    123 
Germany  xiv 
Gesta  Romanorum  123 
Gietseri    Grammaticae    22 


(341) 


globes  242 

Gnomologie  (1551)  22,  203,  208 
Gochenii    Analecta  et    Problemata 
25 

Observationes    215 
going  out  of  school  259 
Golden  Grove  (1608)  208 

verses  221 
Goldsmiths  alley  235 
Goodwin,  Antiquities  26,  220,  223 
Gospel  of  St.  John  176 
Gouge,    William,   Of    domesticall 

Duties   (1634)   62 
graceful  speech  275 
graded   schools   70 
grading  of  pupils  64,  265 
graduating  exercises    281 
grammar  xxxvi,  169,   171,  247 

abstract  83 

analysis  of  172 

and  language  85,   87,    101 

at  nine    131 

difficult  85 

drill   155 

grounded  281 

memoriter  280 

necessity  185 

rational  vs.  technical  99 

reviewed    282 

teaching  81 
grammars  271,  309 

Author es  Antiquae  25,  173 

Bird  (1639)   19,   173 

Burley   19,   173 

Busby  (1647)   20,  21,   175,  201 

Camden  (1597)  18,  21,  24,    175, 
196,  225 

Caninii  22,  201 


grammars,  Caussin  22       ■ 
Ceporini  22,  201 
Chrysolonae  (1480)    22,   201 
Cleonardi  21,  200,  201 
Common  Rudiments   16 
Danes  (1631)  19,  173,  206 
Despauterius    (1537)    25 
Devarius  (1588)  22,  204 
Dugard  (1656),  175,  176 
Dux  Grammaticus  206 
Examinatio  Latinae  160,  282 
Farnaby  (1641)  19,  173 
Gaza  (1495)  22,  201 
Gretseri  22,  201 
Gregory  19,   173 
Grounds  of  283 
Hampton  18 
Hawkins  19,  25,   173 
Hayne    (1637)    102,    173 
Hermes  (1639)   19,  173 
Hoole  16,  19,  139,  159,  160 
Hulaet  209 

Laubegeois  24,  219,  223 
Lily,  XXX,  17,  18,  21,  24,  72-167, 
115,   158,   173,   178,  206,  225 
Lloyd  (1653)  195 
manuscript  172 
Phalerius  173,  210 
Posselii  Syntaxis  22,  20 1 
Scotus  22,  201,  246 
Seidelius  (1653)   18.   177 
Shirley  (1649)  19,  173,  177 
Stephanus  (1531)  222 
Supplementa  19 
Turselin  (1599)  25,  188 
Urbanius  22,  201 
Varro  181 
Voss  (1665)  195 


(342) 


grammars,  Wharton  (1653)  80 

Whittinton   (1522)    122 

Willis  (1655)  20,  23,  188,  209 

Woodward  (1641)  79 
grammar  schools  xxxiv 

Brinsley 

defined  232 

Dury  34,  129 

founding  231,  237 

reformed  236 
gratulatory  speech  261 
Greek  ix,  xxx,  1,  21,  169,  171,  214, 
233,  235,  237 

Aesop's  Fables  207,  213 

Assembly's  Catechism  195,  197, 
212 

Clavis  Linguae  20,  177 

grammar  175,  197,  200,  320,  321 
Busby  (1647)  20,  21,  175,  201 
Camden    (1597)    18,    21,    24, 

175,  196,  225 
Caporinus   (1541)    22,    201, 
Devarius,  de  Particulis(1588) 

22,  204 
Dugard    (1656)    175 
Laubegeois  24,  219,  223 
Linacre  (1524)  25,  173 
Posselius  (1561)  22,  101 
Rtidimenta  20 
Seidelius  (1653)    18,   177 
Stephanus  (1572) 

into  Latin  203,  205 

Locutionum  22,  209 

niceties  282 

Posselius  (1561)  22,   101 

Septuagint  286 

spoken  177 


Greek  Testament  18,  24,  172,  176, 
199,  213,  215,  223,  321 
Vechner  (1680)  21,  200 
verse-making  197 
written   207 
Gregory,  Francis  Etymologicon 
Mikron  (1654)  173 
Nomenclatura  (1675)   177 
Gretser,  James  (1561-1635)  Insti- 
tutiones  Graeciae  Linguae  {l&Zb) 
201 
grounded  for  Latin  137-8 
guessing  108 
gymnasium  xxvii 
half -holidays  261 

taken  away  277 
Hampton,  Barnaby,   Prosodia  18 
Hardwick,  Virgil  Translated    20, 

190 
Harmar,  John   (1594-1670)  Cate- 
chism Translated    195 
Harris,  Wm.  T.  (1835-1909)  xxiv, 

59,  q  65 
Harrow  School  240 
Hartlib,    Samuel    (1599-1670)    iii, 

V,  vi,  XXXV 
hats  to  be  hung  up  24 1 
Hawkins,    Francis    Youth's     Be- 
haviore  (4th  ed.  1646)  63 
Grammar  19,  173 
Particulae     Latinae     Orationis 
(1655)   25,  188 
Hayne,     Thomas     (1581-1645) 
Grammatices   Latinae   Compen- 
dtum  (1637)   102,   173 
healthful  location  239 
Hebrew  ix,  xxx,  1,  169,  198,  214, 
223 


(343) 


Hebrew  as  grammar  school  study 
215 
Buxtorf,  Epitome  (1600)  24,  25, 
215,  216,  217 

Lexicon  (1607)   25,  216,   217 
Catechism  in  221,  224 
grammar  322 
Martinius  (1593)  215 
Psalter  24 
Heinsius,    Daniel    (1580-1665), 

Orationes  26,   221 
Helvicus,  Christopher  (1581-1616) 

Colloquies  18,  128,  136 
Henry  VIII  (1491-1547)  247 
herbals  309 

Herbart,  J.  F.  (1776-1841)    86 
Herbert,    George    (1593-1633) 
Poems  xxxiii,   20,   190 
on  Man  191 
Hermes,  Anglo-Latinus  (1639)  19, 

173 
Hesiod    (8th   century    B.C.)    217, 

223,  321 
Hesychius  (5th  century  A.D.)  222 
heuristic  xxiii 
hieroglyphics  39,  208 
Higins,  John   (1511-75)   The  No- 

menclator   (1567)    209 
hissing  disgrace  281 
history  xxv 

Aelian  (1545)  21,  207,  208 
Education  in  England  16 
Medulla  Historiae  22 
of  Queen  Elizabeth  57 
Hodder,  James,  Penman's  Recrea- 
tion  (1660)   304,   306 
holidays  260,  314 
Holland  xiv 


Holiday,    Barten    (1593-1661) 

Persius  Translated    (1616)    219 
Holyoke,  Thomas  Dictionary  Ety- 

mologicall  (1617)  21 
home  and  school  287 

from  school,  on  the  way  67 
Homer  (about  10th  cent.  B.C.)  24, 
218,  223 
Chapman,  Translation  218 
Clavis  Homerica  (1647)  26,  218 
Lexicon  26,   218 
Hooker,    Richard    (1553-1600) 

Sermons  illegible  305 
Hoole,  Charles  (1610-66)  xxiii 
Accidence  Examined   and    Ex- 
plained (1702) 
Aesop  Translated     (1700)     124 
An  easie  Entrance  to  the  Latine 

Tongue  (1651)   159 
and  Comenius  xxix,  xxxii 
Cato's    Distichs    (1659)    xxxvi, 

226 
Centuria  Epistolarum  (1660)  182 
Children's  Talks  (1659) 
Colloquies  of  Carderius   (1657) 
educational  ideas  xvii 
Examinatio    Grammaticae     La- 

tinae  (1660) 
Grounds  of  Grammar  139 
Handbooks  to  Lily  159 
Index  to  Wits  Commonwealth 

195 
Interlinear  Terence  178 
Latin    and    English    Grammar 

(1651)   16,  19,  159,  160 
Latinisms  164 

New  Discovery  (1660)  xv,  xxxi, 
71 


(344) 

Hoole,  New  Primer  39,  48,  67  humanism   17,   179 

New  Testament  (1653)  humanity  309 

Orbis  Pictus  (1659)  30  hundred  to  a  class  266 

practical  schoolmaster  xxxv  Huxley,    Thos.    H.    (1825-95)    59 

pupil  at  Wakefield  7,  302,  324  hymns  rehearsed  287 

Praxis  of  Construction    122  idleness  294 

Propria  Quae   Maribus   (1650)  illustrations  of  rules    103 

Pueriles     Confabulatinuculae  imagination  85 

(1652)  17,  116,  118  imitation  of  style  210,   280 

Rotherham,  school  at  248  impartiality  253,  294 
Rudiments  of  the  Latin  Gram-        of  pupils   269 

mar  (1659)  imperfections  of  children   13 

Sentences   for    children    (1658)  indecency   192 

16,  105,  106,  110,  319  Index  Poeticus  211 
Terence's  Comedies  (1663)  Rhetoricus  19,  174,  208 

Terminations     and     Examples       to  Wits  Commonwealth   195 

(1650)  98  indistinct  speech  32 


individual   attention    267 
teaching  65 


uses  Latin  constructions  118 

V ocabularium   Anglo  -  Latinum 

(1657)  infant  schools  xxix,  29,  31 

Wakefield,  pupils  at  302  infirmary  243 

Horace  (65-8)   24,   164,   165,  219,  interest  in  education  8 

219,   223,  321  interfering  parents  254 

notes  on.    Bond,    Famaby  219  interUnear  translations   178,    183, 

on  the  ferule  295  203 

Home,  Thomas  (1610-54)  Cheira-  intervals  in  school  time  258 

gogia  211  irreverent  behavior  288 

Compendium  Rhetoricis    (1651)  Isocrates  (436-388)  21,   197,  203, 

174  205,   213,   221 

de  Usu  Authoris  219,  221  Epistles  221 

Index  Oratorius  220  Italy  ix,  xiv 

hornbook  33,  41,  50,  51  ivory  letters  36 

hour-glasses  258  Janua  Linguarum  (1631)    18,   19, 

hours  of  school  256  21,  55,  126,  136,  164 

Hughes,  James  L.  (1846-     )  q  30  Greek  205,  213 

Huise,  John   Florilegium   Phrasi-  Hebrew  219 

con  (1659)  209  Latin  171,   181,  205 

Hulaet,  Abecedarium  (1552)    209  jerks  in  punishment  293,  296,  298 


(345) 


Jesuits  275 

class  emulation  268 

influence  on  Hoole  194 
Jesus  College  246,  266 
jurisprudence  xxviii 
Justin   (about   150  B.C.)   History 

164,   205,   208,   213 
Juvenal  (60-140)  21,  24,  219,  223, 
321 

notes  on,  Famaby  219 

on  the  ferule  295 
keeping  in  300 

knowledge  too  common   xxxvi 
Lancasterian   method    65 
Langley,   Lily's  grammar  206 

Castilionis    Praelectiones    204 
language  and  grammar  85,  87,  101 
language  above  other  studies  237, 

245 
Latin  ix,  xi,  xxx,  xxxiii,  1,  53,  61, 
169,  214,  223,  235,  236,  264 

and  English  275 

Anglo-Latin  19,  164,  173 

begun  at  8  53 

catechism  in  195,  212 

composition  205 

constructions  118 

Danes  (1631)  19,  173,  206 

de  Lingua  Latina  181 

de   Originibus   25,    181 

dictionary  20,  188 

Easy  Entrance  to  (1651)    159 

English  into   183,   207 

grammar  16,  159,  165,  172,  173, 
197,  200,  320 

interlinear   178,    183,   203 

into  English   139-65 

into  Greek  195,  197,  203,  205 


Latin  into  Hebrew   216 

King  Alfred  237 

lesson,   specimen    139-47 

letter,  specimen  184 

Manutius    (1599)    23,    25,    184, 
209 

method  16,  107 

Morel  (1583)   22,   204 

not  below  grammar  school  56-8 

Particular  25 

Phraseologia  Anglo- Latina    23, 
209,  212 

Puerilis  (1638)  20,  23,  188 

Principae  Latinae  55 

Progymnasmata  26,  220,  223 

reaction  against  xx 

school  xxvii,  75 

spoken  107,  116,  176,  282,  283, 
312 

style  171 

Testament    18,    122,    163,    172, 
195,  215 

usefulness  54-6 

verse-making  192 

vocabulary  178 

without  grammar  165 
Latinisms  164 
Latinists  xxx 
Laubegeois,  Aut.  de  24 

Graecae  Linguae  Epitome  (1626) 
219,  223 
Laurie,  S.  S.  q  xxvi,  xxviii,  268 
laws  309 
Laxton   247 
learning  by  heart  111 

by  play  36,  46,  79,  99 

cheerful  33 

one's  letters  33 


(346) 


lectures  322-4 
letter-sport  46 
letter- writing  187 
letters  171 

Ascham  25,    189 

Cicero  25,  165,  182,  183 

de    Conscrihendis    Epistolis    20, 
188 

Erasmus  25,  189 

in  Latin  184-6 

Lipsius  25,   189 

Pliny  25,  189 

Politian  25,  189 

Seneca   25,    164,    189 

Symmachi  Epistolae  26,  221 

Textoris  Epistolae  19,  171,  211 

Turner  25 
Lewinham  grammar  school  309 
lexicons  309 

Buxtorf  (1607)  25,  216,  217 

Crinesii  26 

Dugard  (1660)   176 

Forestii  26 

Garthii  22,  204 

Geographicum  21,   194 

Homericum  26,  218 

Longolii  218 

Paguine  216,  217 

Pasor  (1644)   19,  176 

Schlinder   (1635)    25,   217 

Schrevelii  (1663)   21,    204,    218 

Trostini  217 
Libanius  (314-93)  Sophista  (1612) 

26,  221 
liberal  arts  309 
libraries  xxxiv,    173,   309 
licentiousness  256 
lighting  of  school  242 


Lilye,  William,  (1468-1522)  Latin 
Grammar   (1515)    xxx,    17,    18, 
21,  24,  72-167,  115,  158,  173, 
178,  206,  225 
Danes  19,  173,  206 
Langley  206 
Linacre,    Thomas     de    Emendata 
structura  Latini  (1524)  25,  173 
Lincoln    College    247 
Ling,    Nicholas,    Wits    Common- 
wealth (1597)  20,  195,  208 
linqtie  cupidor  jecur  450  ways  193 
Lipsius  Justus  (1547-1606)  221 
Letters  25,  189 
Orations  26 
Little  Humbie  3 

Livy  (59  B.C.-17  A.D.)   165,  208, 
213,  221 
Orations  21,  202 
Lloyd,  Richard,  The  Latine  Gram- 
mar  (1653)    195 
Phrases  in    Usum  Scholae 
(1654)  23,  209 
location  of  school  239 
Locke  (1632-1704)  q   116 
lodgings  242 

Loinus,  L   Gnontologie,  sententiae 
ex     Detnosthenis     orationibus 
(1551)   22,  203,  208 
London  xvi,  1,  27,  169,  229,  258, 
303 
pupils  4 
Longolii  (Longueil,  Christopher  de 

1490-1522)  Lexicon  218 
Lord's  Prayer  288 
Lorichius  210 
Lothbury  Garden  1,  70,  235,  304 


(347) 


Lubin  Eilhard  (1556-1621)   Com- 
mentaria  (1599)   219 

Clavis  Linguae  Graecae  (1620) 
20,   177 
Lucan  (39-65)  24,  164,   219,   220, 

223 
Lucian    (120-80)    Selecti    Mortuo- 

rum  Dialogi  (1685)  24,  220,  223 
Lucius  Florus  21,    164,  205,  208, 

213 
Ludus  Literariiis   (1612)   34,   268 
lungs  of  teacher  saved  275 
Lycophron   (about  304  B.C.)    24, 

218,  223 
Lycosthenes,  Conrad  23 

Apophthegmata  (1555)  30 
Magdalen  college  204 
manners  236 

schools  of  52 

Youth's  Behavior  63 
Mantuan   18,   127,    136, 

Eclogues  127 
manuscript    grammar    172 
Manutius,    Aldus,     Phrases    Lin- 
guae Latinae  (1599),  23,  25,  184, 
209 
maps  242 

margin  and  spaces  306 
Mark,  Thiselton  vi,  80 
Martial  (38  B.C.—)   24,  219,  223 
Martinius,  P.  M.  Key  of  the  Holy 

Tongue  (1593)  215 
Masson,   David   (1822-1907)   q  xi 
master  at  ease  with  pupils  313 

authority  251 

broadly  informed  309 

censure  of  254-5 

chair  241 


master  clemency  293 

control  of  pupils'  chioce  269 

diversity  of  gifts  327 

dwelling   242 

excluded  311 

free  to  supervise  243 

friendly   relations  314 

himself  at  play  262 

library  309 

method  xxx,   1,   169-228 

of  petty  school  60 

overworked   232 

presents  to  314 

profits  of  boarding  244 

qualifications   316,   327 

salary  10-100  pounds  231-3.  244 
247 

self-control  251 

tuition  244 
mathematics   xxiv 
matter  before  form  327 
May-day  301 
mechanical  arts  309 
medicine   xxviii,   309 
Meditations  of  St.  Augustine  123 
Medulla  Historiae  22 
Melanchthon,  Philipp  (1497-1560) 

25,  122,  173,  218 
Memoriale   Biblicum    286 
memorizing  280 
memory  85 

and  understanding  79,  99 

confirmed  278 
mental  philosophy  xxviii 
Merchant  Taylor's  school  59,  141, 
175,  235 

probation  book  141,  183,  210 
merchants  accounts  304 


(348) 


metaphysics  xxv,  183 
method   14 

class  65,  99 

concrete  xxiii 

Erasmus  180 

place  of  327 
Milton,  John   (1608-74)    198,   236 
mixed  schools  231 
model  exercises  155 
monitorial  system  323 
monitors  68,  258 

bill  291 

public  and  private  294 

record  292-3 
Montaigne,    Michel   de    (1533-92) 

xxiii 
moral  education  in  America  13 

philosophy  208 

purpose  107 
morality  xxxvi 
moralizing  tendencies   57 
morals,  Erasmus  63 

Enchiridion  Morale  208 
more  the  merrier  265 
Morel,  John,  Verborunt  Latinorum 
Commentarii    (1583)    22,    204 
morning  recitations  273 
mother-school  xxv,  xxvii 

-tongue  106 
movement  268 

Mulcaster,    R.    (1532-1611)    xxiii, 
45,  59,  180 

education  for  all  249 

Positions,  The  First  Part  of  the 
Elementarie  (1581)  235 

psychological  principles  326 

q  82,  96,  87,  244,  245,  248-50 
mumbling  32,  275 


Muret,  Marc    Antonia     Orationes 

(1526-85)  26,  221 
Musaeunt     Tradescantianum    303 
music  236,  247 
muttering  corrected    275 

to  himself  296 
mutual  assistance  270-1 

correction  276 

questioning  274,   282 
Nansen,  Fridtjof  (1861-     )  42 
Natalis  Comes,  Mythologiae  (1551) 

20,  22,  194,  208 
National  Education  Ass'n  U.   S. 

303 
natural  method  85,  97,  99 
nature  xxviii,  84 

goes  step  by  step  86 

study  xxv 
neatness  63,  244 
necessitious  business  68,  101,  259- 

60 
necessity  of  teaching  10,  13 
neighbors,  affability  to  252 
New  Discovery  (1660)  xv,  xxxi,  71, 

1-235 
new  learning  xiv 

scholars  264 
non  quam  multutn  189 
note  books  175 
Nottinghamshire  247 
noiin  analysis   142 
Nowell,    Alexander     (1507-1602), 

Catechismus  (1570)  21,  213,  221, 
224,  287 
number  of  pupils  236,  240 
object  perception  xvii 

teaching  xxiii 
office  for  necessitous  use  242 


(349) 


Ogleby,  Virgil  translated  190,  206 
old  education  xiv 

masters  xxxvii 
opening  exercises  64,  285 
optics  XXV 

optime  and  pesshne  277 
orations  xxxiv,  261,  270,  284,  315 

Baiidius  26,   221 

by  the  master  313 

Cicero  24,   220.  223 

Clarke   210,    221 

Dux  Oratorius   (1633)    20,    187 

Encheiridion   (1633)    23,   209 

Formula  Oratoriae  (1633)  210 

Hawkins  Dux  Oratorius  (1633) 
20.    187 

Heinsius  26.  221 

in  Arabic  217 

in   Hebrew   217 

Index  Oratorius  220 

Lipsii    Orationes  26 

Livy  21,  202 

Loinus  (1551)  22,  203,  208 

Mureti  Orationes  26,  221 

Orator  Extemporaneus  23,    174, 
208,  221 

Paiot  25.  174 

Particulae     Latinae     Orationis 
188 

Partitiones   Oratoriae   174 

Puteani  Orationes  26,  221 

Quintilian  24,  220 

Quintus  Curtius  202,   221,   223 

Radan   174 

Rainoldi    Orationes   26,    221 

Sallust  202 

Salmatii  Orationes  26,  221 

Tacitus  202 


orations,  Turner  (1615)   26 

Voss   (1621)    23,    174 

weekly  202 
orators  221,  309 

pronunciation  32 
oratory    197,    201 

Dux  Oratorius  187 

Encheridion    Oratorum   23,    209 

exercises  in   223 

Formulae  Oratoriae  210,  221 

imitated  280 
Orbis  Pictus  (1658)  xvi,  xvii,  xix, 
16,  55,  79,  208 

expensive  80 

Hoole's  preface  30 

imitated   100 

method  extended  207 
orchards  and  gardens  237,     240, 

242 
order  64,  258,   268 
organs  of  speech  31 
oriental  tongues  217 
orthography  80 
Orthotonia  21,  200 
Ovid  (43  B.C. -17  A.D.)   164.  208, 
212 
de  Tristibus  19,  171,  189 

Metamorphoses    19,    171.     193, 
320 

Sandys  Translation  190 
Owen,  John    (1616-83)    Epigram- 

mata  20,  192 
Oxford  204,  247 
Pagit.    Eugenius    History   of   the 

Bible  (1613)  286 
Pagninus,     Sanctus     (1466-1536) 

Lexicon  (1529)  216.  217 
Paiot,  de  Eloqiientia  25,  174 


(350) 


pairing  of  pupils  270 
Palatinate  catechism   (1563)    213 
paper-book  19,  107,  115,  117,  121, 
172,    174,  203,  216,  275,  277, 
283,   287 

ruled  for  penmanship  304 

writing  must  be  fair  301 
paradigms  97,   99,    176 
paradoxes,  Cicero's  six  201 
paraphrasing  218 
Parens,     Phillippus     Calligraphta 

Romana  (1616)  23,  209 

Medulla    Historiae   208 

on  Plautus  220 
parents.   Christian  duty   287 

consulted   298 

interfering  254,  256 

on  exclusion  day  312 

provide  rewards  294 
parsing  153-7 

Partitiones  Scientiarum  xxiv 
participles  98,  145 
parts  of  speech  78,  88,  175 

analysis  142 
Pasor,    George    (         -1637) 

Hesiod  (1621)  217 

Lexicon  (1644)   19,  176 
passing  out  in  order  68 
pattern  reading  76 
Paulus  Minutius  208 
payment  of  teachers  60 
Payne,  W.  H.  (1836-1907)  37 
pedagogue  xxx 
Pedagogy,  English   13 
Pelegromius,    Simon,    Synonymo- 
riimSylva{\m'd)  209,  247,  264 
Pemble,     William,      Encheiridion 

Oratorium  (1633)  33,  209 


penmanship  174,  301-7 

by  careful  exercises  178 

calligraphy  306 

dated  specimens  302 

extra  charge  for  302 

Hodder  (1660)  304,  306 

margin  and  spaces  307 

poor  repeated  305 

taught  six  weeks  a  year  301 
periods  of  education  xxvii 
Perkins,  William  (1538-1602)  202 

Clavis  Homerica  (1638)  26,  218 

The    Foundation    of    Christian 
Religion  (1591)  131,  324 
Persian  language  217 
Persius   (Aulus     Persius     Flaccus 
34-62)   24,   223,  321 

Holidaie's    translation      (1616) 
219 
petitory  orations  164 
Petrarch,  Francesco  (1304-74)  206 
petties  75 
petty  school  xvi,  xxii,  xxix,  xxxii, 

xxxiii,  1,  27-71,  241,  264, 

discipline  of  63 

erection  238 

founding  59-62 

Latin  not  to  be  taught  in  56-8 
pews  for  ushers  241 
Phaedrus  (about  40  B.C.)  Fables 

22,  208 

Phalerii   Supplementa   ad    Gram- 

maticatn  173,   210 
Phihp  of  Macedon  (382-36)  7 
phonics  31 

phrase-books  279,  309 
Phraseohgia    Ptierihs   (1638)    20, 

23,  188 


(350 


phrases  274,  279,  322,  324 
Anisse  23 

Clarke  (1638)  23,  188,  209 
Famaby  (1659)   23,  209,  212 
Huisse   (1659)    209 
Lloyd  (1654)  23,  209 
Manutti  (1599)  23,  25,  184,  209 
Poeticae  23,  211 
Winchester  (1658)  23,  209,  210 
Phrasiuncula  283 
physics  XXV,  xxviii 
pictures  37 

Pierius,    Hieroglyphics   22,    208 
piety  236,  239 
Pindar   (522-443)    24,    218,   223 

Benedictus  on  218 
play  35-8,   268 
acted  180,  315 
before  school  256 
capping  verses  280 
days  260-2,  277 
educational    toys    36 
ground  63,  240,  261 
learning  through  36,  46,  79,  99 
vocabularies   amid    273 
place  by  disputation   281 
pleasing  toward  pupils  253 
pleasurable    exercise    268 
pleasures  of  teaching  8 
Pliny  (61-113)  164,  165,  208 
Letters  25,  189 
Panegyrica  24,  220,  223 
Plutarch    (46-120)     22,    24,    208, 

223,   315 
poetry,  art  of  212 

Aerarium  Poeticum  23,  212 
Artis  Poeticae  Compendium  23, 
212 


poetry,  Clavis  Poseos  Sacrae  217 
Dux  Poeticus  20,  193 
Enchiridion    Poeticum    23,    212 
Index  Poeticus  211 
imitated    280 
memorized   279 
Voss  (1647)   23,  212 
Weinrichius  (1647)    23,   212 
poets  309 

Flares  Poetarum  23,  211 
Herbert  xxxiii,  20,  57,  190,  191 
Quarles  xxxiii,  20,  57,  208 
politics  XXV 
Politian,  Angelo  Ambrogini  (1454- 

94)  Letters  25,  189 
Polyanthea  23,  208 
Pontanus,     Jovianus   (1426-1503) 
Progymnastica  (1590)    26,    220, 
223 
Poole,  Joseph  English    Accidence 
(1655)    19,  80,   173 
— Joshua     English      Parnassus 
(1657)  20,  173,  192 
Popoma,  Ansonius  25,  181 
posing  of  the  Accidents   19 
Posselius,     John     Apophthegmata 
(1595)  22,  204 
Calligraphia     aratoria     linguae 

Graecae  (1513)   22,   204 
Dialogi  18.  177 

Syntaxis  Graeca  (1561)  22,  201 
poverty  no  bar  to  learning  239, 

244 
practice  better  than  rules  130 
of  Piety  57 
of  Quietness  57 
practitioners   161,   227 
praecognition  79 


(352) 


Praelectiones,  Castilion  204 
Praxis  of  grammar  schools   18 
prayers  in  school  287 
praise  for  well-doing  254 
pre-university  education   xxvii 
precedents  210 
precocity  66 

Prendergast   method    107 
preparation  of  new  work  273 

class  76 
preparatory  arts  236 

department   241 
preposition  analysis  146 
pricks  in  the  register  292 
pride  of  position  270 
primani  227 

Primar,   Hoole's  39,   43,   67 
primary  teachers  xxxiii,  52 

should  be  the  best  59 
primitive  Greek  words   177 
Principae  Latinae  55 


Psalms  76 

Buchani  Psalmi  19,  165,  195 

in   Latin   I,    LXII,   CXIII   286 
CXIX    117 

translated  203 
public  schools  of  England  240,  311 
Pueriles  Confabulatinuculae 

(1617)  17,  116,  118 

Elegantiae  20,  186 

Sententiae  16,  105,  106,  110,  319 
punctuality  63 
punctuation  152,  306 
punishment  xxxiv,  243,  253,  293 

corporal  13,  69,   108,  253.  295- 
300 

for  ignorance  327 
pupil  government  267,  312 
pupils  as  teachers  273 
Puteanus,     Erycius     (1574-1646) 

Orationes  26,  221 
Quae  genus  112,  319 


Principle,  of  Christianity  16,  110   qualifications  of  teacher  xxxiii.  61 


private  libraries  222 

pupils  162 
privies  242 

Probation  Book   141,    183,   210 
profanity  294 
proficients  161,  227 
programme  67 
pronoun  analysis  98,   143 
pronunciation   29,   48,    197 
Propria  quae  maribus  17,  108,  112, 

319,  320 
prosody  133,  189,  192,  204.  320 

Hampton,     Prosodia    18 

Sonetii   Prosodia  212 
Psalter  translated  216 


Quarles.    Francis    (1592-1644) 

Emblems  xxxiii,  20,  57,  208 

specimens  191 
questions  encouraged    275 

mutual   274 

on  reading  53 
Quick,  R.  H.  (1831-91)  16.  45,  268 
Quintilian  (35-95)  xx,  221 

Declatnationes  24,  220 

device  in  reading  36 

on  corporal  punishment  296 

q  66.  86 
Quintus  Curtius  (3d  century.  A. 

D.)  Orationes  et  Condones  202, 
221,   223 


(353) 


Rabelais,     Francois     (1490-1553) 

xxiii,  275 
Radan,  Michael  Orator  Extempo- 

raneus  (1657)   174 
radicals  xxxv 
Rainolds,    John     (1549-1607) 

Orationes  26,  221 
rarities  242 
Ratich,     Wolfgang      (1571-1635) 

xxiii,  xxiv,  99,  236,  283 
rational  vs.  technical  grammar  99 
reading  27-40,  50,  53,  76,  192,  285 
real  studies  xxii,  xxiii,  xxvi,  xxviii 
realschulen  xxii 
realists,  verbal  17 
reason  not  always  given  252 
recapitulation  278 
recitation  65,  67,  273-7 
record  of  behavior  292 
recreation  258 
reference  books  xxxv 
reformed  grammar  school  viii,  236 
refractory  pupils  297-8 
register  257,  291 
religious  xxvi,  7,  57,  59,  109,  236, 

285-90,  324,  327 
exercises  xxxiv 
instruction  50 
renascence   275 
Rensueri  Symbola  22,  208 
repetitions  89 

reproof  vs.  commendation  66 
reprints  xxxvi 
Res  Virgiliana  23,  212 
retranslation  16 
reviews  89,  278 
rewards  xxxiv 

by  praise  and  gifts  294 


rewards  vs.  punishment  295 
rhetoric  xxvi,  25,   171,    174,    196, 
197,  281 

Butler  (1600)  320 

Compendium    Rhetoricae    19 

Dugard  174 

Eletnenta  Rhetoricis  18,  21,  24, 
174,  180,  200,  215,  223 

exercises  202 

Famaby,  Index  19,   174,  208 

Home  174 

Tesmari   Exercitationes    1 74 
Rhenius  25,   173 
Rhodes*,    Hugh    The    booke    of 

Nurture,    or    Schoole    of    good 

manners  (1577)  52 
ribaldry  192 

Richard  II  (1367-1400)  277 
Rider,  John  (1562-1632)  Biblioth- 

eca  Scholastica,   a  double   Dic- 

tionarie  (1589)  181 
ridicule  of  poor  work  277 
rivalry  268 
Robinson,    Hugh     Scholae    IVin- 

tiomensis  Phrases  Latinae  ( 1658) 
23,  209,  210 
rod  69,  252,  253,  7 

birchen  preferred  295 

for  enormities  300 

*  Watson  says  in  his  "English 
Grammar  Schools"  (p.  102), 
"Charles  Hoole  in  1660,  also  ad- 
vises the  use  of  School  of  Good 
Manners  as  a  reading  book,"  but 
adds  in  a  foot-note,  "I  have  failed 
to  trace  a  text-book  bearing  this 
name."  It  seems  to  be  the  latter 
part  of  this  title. 


(354) 


Roe,  Mr.  42 

roll-call  on  playground   262 
Roman  emperor  244 
Rosimini-Serbati,  Antoine   (1797- 

1855)   13,  31 
Ross,  Capping  Book  280 

English  Mythologist  20,  194 
Virgilius    Evangelizans    (1634) 

212 
rotework    insufficient     102 
Rotherham  school  xvi,  1,  3,  246- 

7,  303 
Roughford  abbey  247 
Rousseau,  Jean  Jacques  (1711-58) 

30,  37 
Rudimenta   Grammaticae   Graecae 

20 
rudimentaries  227 
Rugby  school  240 
Ruland,  Martin  Synonomia  (1563) 

22,  204 
rules,  English  101 

of  Latin   103 
rural  school  courses  303 
Sabinus     Georgius     (1508-60)    de 

Carmimbus  (1580)  211 
St.   Andrews  day  311 
St.  Louis,  Mo.  65 
St.  Paul's  school  59,  187,  235 
salaries  60,  231-3,  244 
Sallust,  (Gaius  Sallustius  Crispus 

86-34)    164,   202,   221 
Salmatius  (Saumaise,    Claude 
1588-1653)   Orationes  26,  221 
salutes  274 
Samaritan  217 
Sandy,  Ovid  Translated    20,  190, 

194 


Sapientia  Veterum  20,   194 
Saturday  work  276,  282 

half -holiday  261 
Saunderson,  Robert  3 
scandalous  reports  254 
scanning  211 
Scapula,  John,   21,   200 
Schindler,  Valen   Lexicon   Penta- 

glotten  (1635)  25,  217 
schola  or  Indus  268 
scholar  vs.  schoolmaster  246 
scholarships  233 
Scholastic  Discipline  xxxii,  1,  229- 

329 
scholiasts  309 

Schonbom,    Bartholomaeus   Cap- 
ping Book  280 
school,  meaning  268 
discipline  224 
feasts  313 
hours   256 

library  173,  181,  188,  189,  194, 
201,  207,  212,  220,  225,  242, 
307 

books  needed  308 
funds  for  308 
times  256 
Schoole  of  Good  Manners  (1577) 

52 
schoolfellows  as  sureties  299 
schoolhouse  240 
schoolmaster,  English  43,   162 
Sparks  164 
vs.  scholar  246 
schools,   English  inferior  234 
Schrevelius,     Cornelius,     Lexicon 
Graeco-Latimim  (1663)  21,  204, 
218 


(355) 


sciences  xxvii,  xxix,  236,  309 
Scroggins's  crows  298 
Scot,  Thomas  201,  246 

Grammatica  22 
Scottenius,  Colloquies  128 
Screvelii  Lexicon  (1663)    21,   204, 

218 
scripture  before  recitations  285 
Seasonable  Discourse  iv,  v 
seats  and  desks  241 
secundani  227 
Seidelius,     Gasp.     Encheiridion 

sive  Manuale   Luiguae    Graecae 
(1653)  18,  177 
self-acting  86 
self-control  of  teacher  251 
Seneca,  Lucius  Annaeus  (3  B.C.- 
65  A.D.) 

Letters  25,  164,   189 

Tragedies  24,  219,  223,  321 
Senectute,  Cicero  de  165 
senses  xvii 
sentence  method  51 
sentences  279 

Cicero  (1614)  207,  208 

Demosthenes  22,  203,  208 

Talii  Sententiae  22 
Sententiae  Pueriles  (1543)  16,  105, 

106,  110,  319 
Septuagint   203,   286 
sermons,  questions  on  286,  288-90 
service,  spirit  of  271 
Servius  Honoratus,   Maurus   (4th 

century  A.D.)   207 
seventh  and  eighth  grades  xxvii 
severity  avoided  294 
shadow  of  the  rod  296 
Shephani  Thesaurus  222 


Shirley,   James,    Via  ad  Latinam 
(1649)    19,    173 

Introductorium    18,    177 
shrewdest  boy  292 
Shrewsbury,  Earl  247 
Shropshire    grammar    school    309 
Shrovetide  313 
shutting  out  the  master  311 
Siculus,    Diodorus    (1st    century, 

A.D.)  22,  208 
sight  reading  50 
silent  letters  45 
similes,  Demosthenes  203 
Simonius,  Theodorus  205 
simple  before  complex  326 
singing  286 
Single  Psalter  64 
Singleton  204 
site  of  school  239 
sixth  form  214 
size  of  classes  69 
Snell,  schoolmaster  247 
society  268 
Soliloquies,  St.  Augustine  (1484) 

123 
Sonetii  Prosodia  212 
Sonnenschein  45 

Sophocles  (495-406)  24,  218,    223 
SpagnoH,   Baptist   (1448-1516) 

Bucolica  seu  Adolescentia  (1502) 
18,  127,  206 
Spanish    ix 
spare  hours  241 

Sparks,  The  Schoolmaster   164 
speaking  Greek  177 

Latin   107,   116,   178,  282,  283, 
312 

or  nothing  283 


(356) 


Special  holidays  260 

specimens  242 

speech  graceful  and  effective  275 

day  315 

end  of  grammar  116 
speeches  by  pupils  261 
spelling  41-9,  51,  178 
Spencer,  Herbert  (1820-1903)  xx, 
326 

empirical    before    rational    101 
Spenser,    Edmund    (1552-99)    59 
Sphinx  Philosophica  208 
spies  recommended  259,  294 
spirit  of  service  271 
spontaneity  268 
standing  desks  284 
Stephanus,       Henry       Thesaurus 

Graecae  Linguae   (1572) 
— Robert,    Thesaurus   Linguae 

Latinae   (1531)    222 
Stobaeus,  Joannes   (5th  cent.  A. 

D.)  208 
Stockwood ,     John     Disputatium- 

cularum  (1607)  19,  173,  281 

Figura  18,  133 

Progyntnasma     Scholasticum 
(1597)    193 
stories,  English  into  Latin  207 
strangers  not  playfellows  263 
Strasburg  xv 
stubborn  looks  296 
study,  child  13,  81-3,  217 
Sturm,   John    (1507-89)    xv,    xix, 
17,  171,  172,  275 

Cicero's  Letters  (1539)   19,    182 

influence  on  Hoole  194 
style  197 

Ciceronian  182 


style,  daily  practice   284 
stylists  16,  194,  275 

standards  221 
subsidiary  books  241,  259,  307 

defined  307 
successive  clearness  86 
Suidas  (10th  cent.  A.D.)  222 
Sulpicius  Rufus  Servius  (106-43) 
25,   173 

Opus   Grammaticunt    (1454) 
Sunday,  how  spent  287-90 

morning  talks  287 
supervision  of  master  70,  243 

of  playground  261 
Supplementa  ad  Grammaticam.   19 
sureties  for  good  conduct  299 
Susentrotus,    Epitome    Troporum 

(1540)   19,  174 
swearing  294 
syllabic  method  41 
syllables     43-5,     47 
syllabic  quantity  152 
Sylva  Synonymorum  (1609)  209 
S3rmmachus,     Quintus     Aurelius 

(345-410)   Epistolae  26,  221 
synonyms  181,  209 
syntax  120,  147-9,  319 
Syriac  language   217 
tablers  239,  287 
tables  of  parsing  177,  233,  300 
tabling  schools 

Tacitus,   (55-120)  Orations  202 
Talaeus  174 
Talii  Sententiae  22 
Talmudico    Rabbinicum    217 
tardiness  256 

Taubman,  Friedrich  (1565-  1613), 
on  Plautus  220 


X357) 


taws,  Scotch  295 
Taylor,  Mr.  penman  305 
teacher's  difficulties  9 
teaching  as  an  avocation  43 

class  65 
technical  training  245 
Ten  commandments  288 
Terence  (185  B.C.-         )    19.   164, 
171,  186,  196,  315,  320 

Audria  179 

deserves  first  place    177 
tertiani  227 
Tesmarus,    John    Exercitationum 

Rhetoricutn    174,     221 
text-books  xxiii,  xxxii,  xxxv,  16- 

28 
Textor,    John    Ravisius, 

Epistles  (1559)  19,  171,  211 

Epithets  (1518)  212 

Officina  Lycosthenes  (1522)   23, 
208 
themes  176,  197,  209,  284,  323 

writing  213 
Theognis  (6th  cent.  B.C.)  21,  197, 

204 
theology  xxviii 
Thesaurus,  Buxtorf  (1609)  26,  217 

Conscribendarum  (1636)  20,  188 

Cooper   (1565)    23,   210 

Poeticus  23,  212 

Stephani   (1531)    222 
theses  maintained  281 
three  lashes  296 

R's  XX vi 
Thomas    a    Kempis    (1380-1471) 

18,   123 
Thomas   Dictionarium   (1587)    21 
Thursday    half-holiday    26 


Thursday  review  279 
Tigurinus,  J.  P.  218 
time  required  xxvii,   29,   30,   53, 
87,  101,  175,  203,  224 

Bible  reading  after  six  weeks  43 
time-saving  expedients   276 
timorousness  181,  256 
Token-house  school  70,  304 
Tossanus,  [Toussain, Daniel]  (1541- 

1602),    Syllabus    Germinus    25, 
216 
town  suitable  for  school  239 
toys,  educational  36 
trades  236,  265 

or  universities  245 
Tradescant,    John    Musaeum 

Tradescantianum   (1656)  303 
trained  teachers246 
translating  dictated  English    207 

Greek  into  English  207,  213 

into  Latin  149-53 
translation,  Cicero's  letter   183 

corrected  275 

displayed  315 

double   171,    182 

interlinear  178,  183,  203 

method   178 

penmanship  important  302,  304 
translations,  use  of  165,  226 
Tresmari  Exercitationes  (1657)  25, 

208 
triviura  281 
tropes  and  figures    19,    174,    190, 

210,  274,  320 
Trostius,  Lexicon  217 
truants  260 

tuition  40  shillings  a  year  244 
Tully.     See  Cicero 


(358) 


Turner,   Robert,   Letters   25,    221 

Orations  (1615)   26 
Turselin,    Horace     (1545-99)     De 

Particulis  Latinae  (1599)  25,  188 
twelve  pence  for  books  308 
tyranny  298 
unanimous  piety  239 
under-teachers   249 
understanding  85,   326 
uniformity  of  practice  327 
tmiversities  265 
university  education  xxviii 

plan  for  work  at  222 

preparedness  for  328 
Uppingham  240 
Urbanus,   Belsanius,  Institutiones 

Graecae  Grammatices  (1497)  22, 
201 
usher   xxix,    171,    227,    249,    259, 
271,  327 

and  master  xxxiv 

lodges  in  school  242 

number  235,  243 

pew  241 

salary,  30-80  pounds  244 
Usher's  Duty  xxx,  xxxii,    1,   73- 

167 
utterance  31 
vacant  times  323 
vacations  314 
Valerius  Maximus   (about   30  A. 

D.)  22,  25,  173 
Valla,  Lorenzo  (1406-57)    181 
variety  of  books  226 

of  methods  128 

of  verse  194 
Varro,  Marcus  Terentius  (116-27) 

de  Lingua  Latina  181 


Vaughan,  W.  Golden  Grove  (1608'' 

208,  211 
Vechner,     Daniel        Hellenolexia 

(1680)  21,  200 
verbal  realists  17 
verbs  94-6,   144 
Verderius      [Verdier,     Anthony] 

(1544-1600)    Imagines    Deorum 
(1581)  20,  194 
Verepaeus,    Simon,    de    Epistolis 

Latine  Conscribendis  (1592)  20, 
188 
vernacular   school   xxvii 
verse-making   190 

Aesop's  Fables  192 

Arabic  217 

English  before  Latin   190 

Greek  197 

Hebrew  217 

Latin  192 

versification  of  rules   111 
verses  171,  315,  323 

capping  280 

golden  221 
vicious  encounters  244 
Virgil    [Publius    Vergilius     Maro] 

(70-21)   164,  165,  213,  320,  321 

Aeneid  207 

Cerda  207 

Eclogues  206 

Georgics  207 

Hardwick's  translation  20,  190 

imitated  to  life  212 

notes  by  Farnaby  207 

Ogleby,  translation   190,  206 

prince  and  purest  206 

Res   Virgiliana  23,   212 

Synonyma  23,   212 


(359) 


Virgil  translations  206 

Virgilius  Evangelizans  212 
virtue  239 
visitors  260,  284 
Vives,     Juan     Luis     (1492-1540) 

Exercitatio  (1539)   128 
vocabulary  in  constant  use  101 
Latin  178 
method  177 
vocabulas  259,  273,  280,  326 
vocalization  31 
vocational  education  ix,  236 
Voss,  Gerhard  Johann  (1577-1649) 
25,  173,  208 
de  Artis  Poeticae  natura  (1647) 

23,  212 
in   Supplementum    Vulgaris 

Grammatices  (1665)    195 
Rhetorices  Contractae  sine  Par- 
titionum  Oratoriarum   (1621) 
23,  174 
voting  by  class  267 
vowels  31,  35,  41,  43 
Wakefield  school  7,  302,  324 
Walker,     William     (1623-82)     A 
Treatise    of    English     Particles 
(1655)  20,  23,  188,  209 
walking  by  two's  286 
Walton,  Brian  (1600-61)  Bible  in 

oriental  tongues  (1657)  219 
wandering  forth  from  school  294 
warning  sometimes  enough  297 
Watson,  Foster  xxxi,  16 
Webster,    John,    Examination    of 

Academies    (1653)    80 
weekly  orations  202 
Weinrichius,   Melchior    Aerarium 
Poeticum  (1647)  23,  212 


West,  Francis  247 

that  writ  the  Presidents  247 
Westminister  school  181,  217,  237, 

258 
Wharton,    J.    English    Grammar 

(1653)  80 
what  and  why  xxvii 
wheel  alphabet  38 
whipping  doubled  299 
Whitsuntide   holidays   314 
Whittinton,  Robert   Grammaticis 

Primae  Partis  (1522)    122 
Whole  Duty  of  Man  57 
why  so  many  books  226 
will,  education  of  xxviii 
Willis,  Thomas  (1621-75)  Proteus 
Vinctus.    Anglicisms    Latinized 
(1655)    20,   23,    188,   209 
willow  wands   condemned    295 
Winchester,    Phrases    (1658)    23, 

209,  210 
Withals,     John,      Dictionary     in 
English  and  Latine   (1554)   20, 
188 
Wit's  Commonwealth   (1597)    20, 
208 
Hoole's  Index  to   195 
Wolsey,  Thomas  (1475-1530)  102 
wonder  the  seed  of  knowledge  42 
wood  and  coal  242 
Woodward,  Hezekiah,  A  Light  to 

Grammar  (1641)  79 
word-building  46 
words  taught  17 
wrangler  at  Cambridge  281 
writing  174,  247,   264,  301-7 
Greek  207 
maketh  an  exact  man  216 


(36o) 


writing  what  is  learned  94,  175 
writing  school  56,  241,  258,  276, 

304 
written  work  94 
Wurtemburg  code  xv 
Xenophon  (430-355)  24,  218,  223 
yearly  admission    264 


York,  Archbishop  of  246 
Youth's  Behaviour  (4th  ed.  1646) 

63 
Zellermine  215 
Zetsius  218 
Zion  college  310 


THE  UBRARY 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 

This  book  is  DUE  on  the  last  date  stamped  below. 


ite^<. 


eC  151950 

J/^N2  3  1951 
MAY  1 1  195,  i 

JUN2    1951 

NOV  5      1953 


"        NOV  2-^R€fO 


DEC  lb  i^^ 

JUN  1 3  1951 
IIP  2  9  195S 


Form  L9-42m-8,'49(B5573)444 


t::. 


•i^\',l!P 


W  DEC  1 


aV' 


75 


'I'M  1  619^ 


3   1158  00135  88e 


UC  SOUTHERN  REGIONAL  LI 


AA    000  952  8 


